Early Identification of Children At Risk for Reading Disabilities

David P. Hurford · Joel D. Schauf · Tammy Blaich · Larry Bunce

134 citations0/0 files storedJournal of Learning Disabilities

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

The present study examined the development of phonological and reading skills in 171 students (98 males, 73 females) from the beginning of first grade (Time 1) to the end of second grade (Time 4). Based on their reading and intelligence scores at the end of second grade, these students were placed into nondisabled (ND), reading disabled (RD), or garden-variety poor reading (GV) groups. Although each group made gains in phonological processing, large differences were found between the ND and RD/GV groups. The RD and GV groups performed similarly on many of the tasks. Consistent with the literature, it was found that intelligence does not differentiate between good and poor readers. The most important finding of the present study was that reader-group membership at Time 4 could be very accurately determined from students' Time 1 scores. All of the children in the RD and GV groups were correctly identified, and only 3 of the 148 ND children were misclassified, indicating that children at risk for reading difficulties can be very accurately identified very early in their academic experiences.

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References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1986Decoding, Reading, and Reading Disability 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1985Reading Research Advances in Theory and Practice 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader 2014Woodcock Reading Mastery Tests–Revised 1985Rhyme and Reason in Reading and Spelling

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