Estimating the Risk of Future Reading Difficulties in Kindergarten Children

A Research-Based Model and Its Clinical Implementation

Dados Bibliográficos

ID23340321
AutoresHugh W Catts (0000-0001-9522-7758, University of Kansas), Marc E Fey (University of Kansas Medical Center, Kansas City), Xuyang Zhang (0000-0001-5084-0225, University of Iowa, Iowa City), J Bruce Tomblin (University of Iowa, Iowa City)
Ano2001
Volume32
Fascículo1
Páginas38-50
Data de publicação2001-01-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoLanguage, Speech, and Hearing Services in Schools (JOURNAL)
Identificadores do periódicoISSN: 0161-1461 • E-ISSN: 1558-9129
EditoraAmerican Speech Language Hearing Association (PUBLISHER)
DOI10.1044/0161-1461(2001/004)
PMID27764435
OpenAlexW2006701695
IdiomaEN
Citações recebidas58
Referências citadas34

Purpose: Speech-language pathologists have the skills and knowledge needed to play an important role in the early identification of children who are at risk for reading difficulties. Whereas research has identified language and other factors that may be predictive of future reading problems, studies have not provided the statistical models and classification data needed for the implementation of early identification programs. In this paper, we report the results of a longitudinal study that examined kindergarten predictors of second-grade reading outcome. Method: Six hundred and four children were given a battery of language, early literacy, and nonverbal cognitive measures in kindergarten as part of an epidemiologic study of language impairments in children. Follow-up testing of reading achievement was completed in second grade. Participants were divided into those children with and without reading difficulties. Results: Findings indicated that five kindergarten variables (letter identification, sentence imitation, phonological awareness, rapid naming, and mother’s education) uniquely predicted reading outcome in second grade. Clinical Implications: A logistic regression formula and classification data based on these results are provided. Suggestions are offered concerning how this information could be used in an early identification and intervention program for children who are at risk for reading difficulties.

Developmental psychology · Emergent literacy · Linguistics · Literacy · Mathematics education · Pedagogy · Phonics · Phonological awareness · Preschool education · Primary education · Reading (process) · Language Development and Disorders · Psychology · Reading and Literacy Development · Stuttering Research and Treatment