title: [Early detection of specific reading disorder through response to intervention:a cohort study].
abstract: OBJECTIVE
  The present study examined the effectiveness of response to intervention (RTI) for the early detection and intervention for specific reading disorder.
  
  
  METHODS
  RTIs were applied to seventy-seven first graders (36 boys and 41 girls) for the early detection and intervention of specific reading disorders. The outcomes were examined when the children reached the third grade.
  
  
  RESULTS
  Reading difficulties were detected in four children at the beginning of the first grade. Decoding training and vocabulary learning were conducted with these children as interventions for reading difficulties. Three children exhibited improvements in reading difficulties at the end of the first grade. The fourth child responded poorly and was diagnosed with specific reading disorder. The assessment of outcomes at the third grade showed that this child still had reading difficulties, whereas no other child displayed symptoms for being diagnosed with specific reading disorder.
  
  
  CONCLUSIONS
  RTI is effective for the early detection and intervention of specific reading disorder.
authors.forename: Tatsuya
authors.initials: T
authors.lastname: Koeda
authors.forename: Ayumi
authors.initials: A
authors.lastname: Seki
authors.forename: Daisuke
authors.initials: D
authors.lastname: Tanaka
authors.forename: Hitoshi
authors.initials: H
authors.lastname: Uchiyama
mesh_terms: D002648:Child; D015331:Cohort Studies; D004410:Dyslexia / Q000175:diagnosis*; D042241:Early Diagnosis; D018479:Early Intervention, Educational; D061345:Early Medical Intervention; D005260:Female; D006801:Humans