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 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.
University of Kansas, Lawrence, USA catts@ku.edu.
Hugh W
HW
Catts
University of Kansas, Lawrence, USA.
Diane Corcoran
DC
Nielsen
University of Kansas, Lawrence, USA.
Mindy Sittner
MS
Bridges
University of Kansas, Lawrence, USA.
Yi Syuan
YS
Liu
University of Kansas, Lawrence, USA.
Daniel E
DE
Bontempo
D002675:Child, Preschool; D004410:Dyslexia / Q000175:diagnosis* / Q000628:therapy*; D042241:Early Diagnosis; D018479:Early Intervention, Educational / Q000379:methods*; D005260:Female; D006801:Humans; D007807:Language Tests; D008297:Male; D017063:Outcome Assessment, Health Care
early identification; reading disabilities; response to intervention