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Early Identification of Reading Disabilities within a RTI Framework
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Abstract:
Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a RTI framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. Three-hundred sixty-six children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year. A subset of children who showed initial risk for RD also received a 26-week Tier 2 intervention. Participants’ achievement in word reading accuracy and/or fluency was assessed at the end of first grade. Results indicated that a screening battery containing measures of letter naming fluency, phonological awareness, rapid naming or nonword repetition accurately identified good and poor readers at the end of first grade. Findings also showed that children’s response to supplemental and/or classroom instruction measured in terms of growth in letter naming fluency added significantly to the prediction of reading outcomes.
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URL: https://doi.org/10.1177/0022219413498115 http://hdl.handle.net/1808/24289
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2 |
The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades
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Learning to Read Chinese: The Relative Roles of Phonological Awareness and Morphological Awareness
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Is Weak Oral Language Associated with Poor Spelling in School-Age Children with Specific Language Impairment, Dyslexia, or Both?
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Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both?
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In: Special Education and Communication Disorders Faculty Publications (2012)
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10 |
The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children
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Story Presentation Effects on the Narratives of Preschool Children From Low and Middle Socioeconomic Homes
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The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades
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In: Special Education and Communication Disorders Faculty Publications (2011)
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Kindergarten Predictors of Second vs. Eighth Grade Reading Comprehension Impairments
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Phonological Awareness Development of Preschool Children with Cochlear Implants
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18 |
Language Ability and Social Withdrawal: Ratings of English Language Learning Children's Withdrawn Behavior in Native and Nonnative Language Contexts
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