Early Identification of Reading Disabilities Within an RTI Framework
Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergart...
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| Veröffentlicht in: | Journal of learning disabilities 2015-05, Vol.48 (3), p.281-297 |
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| container_title | Journal of learning disabilities |
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| creator | Catts, Hugh W. Nielsen, Diane Corcoran Bridges, Mindy Sittner Liu, Yi Syuan Bontempo, Daniel E. |
| description | Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 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. |
| doi_str_mv | 10.1177/0022219413498115 |
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In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 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. 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May-Jun 2015</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c484t-bcfb75c7d34dd0b46285d2102376ea7c72e0e0ee0cbafa504d21ba5a146c2ac33</citedby><cites>FETCH-LOGICAL-c484t-bcfb75c7d34dd0b46285d2102376ea7c72e0e0ee0cbafa504d21ba5a146c2ac33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0022219413498115$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0022219413498115$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>230,314,776,780,881,21798,27901,27902,30976,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1057391$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23945079$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Catts, Hugh W.</creatorcontrib><creatorcontrib>Nielsen, Diane Corcoran</creatorcontrib><creatorcontrib>Bridges, Mindy Sittner</creatorcontrib><creatorcontrib>Liu, Yi Syuan</creatorcontrib><creatorcontrib>Bontempo, Daniel E.</creatorcontrib><title>Early Identification of Reading Disabilities Within an RTI Framework</title><title>Journal of learning disabilities</title><addtitle>J Learn Disabil</addtitle><description>Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 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.</description><subject>Accuracy</subject><subject>Alphabets</subject><subject>At risk</subject><subject>At Risk Students</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Classrooms</subject><subject>Dyslexia - diagnosis</subject><subject>Dyslexia - therapy</subject><subject>Early Diagnosis</subject><subject>Early Intervention</subject><subject>Early Intervention (Education) - methods</subject><subject>Educational evaluation</subject><subject>Elementary education</subject><subject>Female</subject><subject>Fluency</subject><subject>Grade 1</subject><subject>Humans</subject><subject>Identification</subject><subject>Intervention</subject><subject>Kindergarten</subject><subject>Kindergarten students</subject><subject>Language Tests</subject><subject>Learning disabilities</subject><subject>Male</subject><subject>Medical screening</subject><subject>Naming</subject><subject>Outcome Assessment (Health Care)</subject><subject>Outcomes of Education</subject><subject>Phonetics</subject><subject>Phonological Awareness</subject><subject>Pretests Posttests</subject><subject>Progress Monitoring</subject><subject>Reading accuracy</subject><subject>Reading Achievement</subject><subject>Reading Difficulties</subject><subject>Reading disabilities</subject><subject>Reading Fluency</subject><subject>Reading instruction</subject><subject>Reading Skills</subject><subject>Repetition</subject><subject>Response to Intervention</subject><subject>Screening Tests</subject><subject>Special education</subject><subject>Task Analysis</subject><subject>Word Recognition</subject><issn>0022-2194</issn><issn>1538-4780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp1kU1P3DAQhq2Kqizb3nuhisSFS8r4K04uSGhZ2q2QKiGqHq2J4yym2RjsLIh_j6PdrgAJ-TCH55nxOxpCvlL4TqlSJwCMMVoJykVVUio_kAmVvMyFKmGPTEacj3yfHMR4CwCCqeIT2We8EhJUNSHncwzdU7ZobD-41hkcnO8z32ZXFhvXL7NzF7F2nRucjdlfN9y4PsM-u7peZBcBV_bRh3-fyccWu2i_bOuU_LmYX89-5pe_fyxmZ5e5EaUY8tq0tZJGNVw0DdSiYKVsGAXGVWFRGcUspGfB1NiiBJFgjRKpKAxDw_mUnG7m3q3rlW1Myhyw03fBrTA8aY9Ovya9u9FL_6B5KSWVMg043g4I_n5t46BXLhrbddhbv46aFooyqASIpB69UW_9OvRpvdEqRKEqOVqwsUzwMQbb7sJQ0OOJ9NsTpZZvL5fYNfy_SRION4INzuzw_BcFqXhFE883POLSvkj13ofP57uh2Q</recordid><startdate>20150501</startdate><enddate>20150501</enddate><creator>Catts, Hugh W.</creator><creator>Nielsen, Diane Corcoran</creator><creator>Bridges, Mindy Sittner</creator><creator>Liu, Yi Syuan</creator><creator>Bontempo, Daniel E.</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20150501</creationdate><title>Early Identification of Reading Disabilities Within an RTI Framework</title><author>Catts, Hugh W. ; 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| source | Applied Social Sciences Index & Abstracts (ASSIA); SAGE Complete A-Z List; MEDLINE |
| subjects | Accuracy Alphabets At risk At Risk Students Child, Preschool Children Classrooms Dyslexia - diagnosis Dyslexia - therapy Early Diagnosis Early Intervention Early Intervention (Education) - methods Educational evaluation Elementary education Female Fluency Grade 1 Humans Identification Intervention Kindergarten Kindergarten students Language Tests Learning disabilities Male Medical screening Naming Outcome Assessment (Health Care) Outcomes of Education Phonetics Phonological Awareness Pretests Posttests Progress Monitoring Reading accuracy Reading Achievement Reading Difficulties Reading disabilities Reading Fluency Reading instruction Reading Skills Repetition Response to Intervention Screening Tests Special education Task Analysis Word Recognition |
| title | Early Identification of Reading Disabilities Within an RTI Framework |
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