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• W1599591940 abstract "A study worked toward designing a small set of phonological, letter, and memory tasks that would allow teachers and other school personnel concerned with early intervention in reading to reliably identify children likely to develop reading disabilities (RD). A total of 446 kindergarten children from diverse geographic (west and east coasts), community (urban/rural), and economic (middle/low socioeconomic status) conditions were tested and followed through first grade. The strategy involved: (1) establishing selection measures and scoring criteria; (2) testing-the parameters on a new cohort of children from a different geographic location, socioeconomic level, and ethnicity; (3) exploring the relative accuracy of RD predictors gathered in kindergarten and at the beginning of first grade; and (4) testing the contribution to RD prediction of including a measure of dynamic segmentation in which children received varying levels of prompts. Discriminant analysis based on a small set of predictors gathered in kindergarten or early first grade yielded high hit rates in distinguishing children who exhibited an RD profile at the end of first grade. Measures taken early in first grade were more accurate discriminators of future RD than were measures taken later in kindergarten, which in turn were more discriminating than measures taken early in kindergarten. Whereas phonemic segmentation and rapid letter naming qualified as primary discriminators of RD at all three screening windows, three other tasks were primary discriminators at some but not other screening windows. (Contains 24 references, 4 tables, and 5 figures of data. Two kindergarten tests are attached.) (Author/RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** Early and Later Prediction of Reading Disabilities PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Rollanda E. O'Connor University of Pittsburgh Joseph R. Jenkins University of Washington 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) EV Ibis document has been reproduced as received from the person or organization originating it. 1:1 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract The goal of this study was to was to work toward designing a small set of phonological, letter, and memory tasks that would allow teachers and other school personnel concerned with early intervention in reading to reliably identify children likely to develop reading disabilities (RD). We tested children in kindergarten and followed them through first grade, layering the investigation by testing various cohorts from diverse geographic (west and east coasts), community (urban/rural), and economic (middle/low SES) conditions. Our strategy involved (1) establishing selection measures and scoring criteria by calibrating early indicators of RD on a cohort of children tested in kindergarten and followed through Grade 1; (2) testing the parameters on a new cohort of children from a different geographic location, socioeconomic level, and ethnicity; (3) exploring the relative accuracy of RD predictors gathered in kindergarten and at the beginning of first grade; and (4) testing the contribution to RD prediction of including a measure of dynamic segmentation in which children received varying levels of prompts to assist them in performing the task. Discriminant analysis based on a small set of predictors gathered in kindergarten or early first grade yielded high hit rates in distinguishing children who exhibited an RD profile at the end of first grade. Depending upon the timing of the screenings and the cohort studied, underprediction ranged from zero to 9 percent and overprediction from 4 to 17 percent. Measures taken early in first grade were more accurate discriminators of future RD than were measures taken late in kindergarten, which in turn were more discriminating than measures taken early in kindergarten. Whereas phonemic segmentation and rapid letter naming qualified as primary discriminators of RD at all three screening windows, three other tasks were primary discriminators at some but not other screening windows. Paper presented at the annual conference of the American Educational Research Association, Chicago, March 25, 1997. 2 BEST COPY AVAILABLE" @default.
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• W1599591940 title "Early and Later Prediction of Reading Disabilities." @default.
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