Early Identification of Reading Difficulties: A Screening Strategy that Adjusts the Sensitivity to the Level of Prediction Accuracy

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.

Download Full-text

Early identification screeners for preschool children at-risk for reading difficulties in Hong Kong

10.5353/th_b4558928 ◽

2010 ◽

Author(s):

Nga-ki, Kate Leung

Keyword(s):

At Risk ◽

Hong Kong ◽

Preschool Children ◽

Early Identification ◽

Reading Difficulties ◽

Children At Risk

Download Full-text

Dyslexia as a Phonological Deficit: Evidence and Implications

Child Psychology and Psychiatry Review ◽

10.1017/s1360641797001366 ◽

1998 ◽

Vol 3 (1) ◽

pp. 4-11 ◽

Cited By ~ 77

Author(s):

Margaret Snowling

Keyword(s):

Individual Differences ◽

Phonological Processing ◽

Early Identification ◽

Normal Development ◽

Reading Difficulties ◽

Reading Failure ◽

Phonological Deficit ◽

Reading Deficits ◽

Specific Reading ◽

Definition Of

In recent years, limitations of the discrepancy definition of specific reading difficulties have led researchers to propose that dyslexia is best described as a core phonological deficit. With studies of the normal development of reading as a backdrop, this paper reviews the phonological processing deficit hypothesis of dyslexia. The extant evidence suggests that phonological difficulties in dyslexia persist throughout development from the preschool years into adulthood, despite compensation of reading deficits. Moreover, individual differences in the behavioural manifestation of dyslexia are consistent with differences in the severity of underlying phonological difficulties. Implications for the early identification of dyslexia and for interventions to prevent reading failure are discussed.

Download Full-text

Early identification of reading difficulties using heterogeneous developmental trajectories.

Journal of Educational Psychology ◽

10.1037/0022-0663.100.1.192 ◽

2008 ◽

Vol 100 (1) ◽

pp. 192-208 ◽

Cited By ~ 64

Author(s):

Christy Kim Boscardin ◽

Bengt Muthén ◽

David J. Francis ◽

Eva L. Baker

Keyword(s):

Early Identification ◽

Developmental Trajectories ◽

Reading Difficulties

Download Full-text

Cognitive Processing Skills and Developmental Dyslexia in Chinese

Journal of Learning Disabilities ◽

10.1177/0022219411402693 ◽

2011 ◽

Vol 45 (6) ◽

pp. 526-537 ◽

Cited By ~ 14

Author(s):

Xiaochen Wang ◽

George K. Georgiou ◽

J. P. Das ◽

Qing Li

Keyword(s):

Phonological Awareness ◽

Cognitive Processing ◽

Reading Fluency ◽

Early Identification ◽

Reading Difficulties ◽

Rapid Naming ◽

Orthographic Processing ◽

Phonological Memory ◽

Reading Accuracy ◽

Simultaneous Processing

The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthographic processing but comparably to the RA group on a measure of rapid naming and both measures of phonological memory. In regard to the PASS processing skills, the DYS group performed worse than the CA controls on Successive and Simultaneous processing but comparably to the RA group on all PASS processing skills. Implications of these findings for early identification and intervention of reading difficulties are discussed.

Download Full-text

Low ADAMTS13 Activity in Clinical Remission Predicts the Risk of TTP Relapses.

Blood ◽

10.1182/blood.v110.11.4018.4018 ◽

2007 ◽

Vol 110 (11) ◽

pp. 4018-4018

Author(s):

Haifeng M. Wu ◽

T. Charles Casper ◽

Spero R. Cataland ◽

Shili Lin ◽

Melanie Kennedy ◽

...

Keyword(s):

Early Identification ◽

Clinical Remission ◽

Predictive Biomarker ◽

Screening Strategy ◽

Prophylactic Therapy ◽

Activity Levels ◽

Adamts13 Activity ◽

Younger Age ◽

Serial Samples ◽

The Relationship

Abstract Idiopathic thrombotic thrombocytopenic purpura (TTP) is a devastating disorder characterized by frequent recurrences. A predictive biomarker that allows for the early identification and intervention prior to the overt relapse of disease is needed. In the present study, the assay for ADAMTS13 activity was modified to adequately detect ADAMTS13 activity as low as 0.5%. Serial samples (n=157) collected from 24 TTP patients during periods of sustained clinical remission were then studied. These patients were followed up quarterly for an average of 23 months, during which time 9 episodes of TTP relapses from 6 patients occurred. We measured ADAMTS13 activity in these samples and then employed logistic regression modeling to evaluate the relationship between ADAMTS13 activity levels and the risk of TTP relapses. Our data demonstrated that lower ADAMTS13 activity and younger age are significantly associated with a higher probability of relapse in the 3 months following the date the specimens were taken. In contrast, ADAMTS13 antibody IgG levels are not predictive of TTP relapses. Identification of low ADAMTS13 activity during remission as a key risk factor for TTP relapses provides a new screening strategy to identify patients who may benefit from prophylactic therapy prior to disease relapses.

Download Full-text

Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

The Educational and Developmental Psychologist ◽

10.1017/edp.2020.21 ◽

2020 ◽

Vol 37 (2) ◽

pp. 140-146 ◽

Cited By ~ 1

Author(s):

Linda S. Siegel

Keyword(s):

Response To Intervention ◽

Early Identification ◽

First Language ◽

Reading Difficulties ◽

Reading Failure ◽

Learning To Read ◽

Students First ◽

Prerequisite Skills ◽

Rti Model ◽

Simple Screening

AbstractThis article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

Download Full-text

Early-Screening Programs: When is Predictive Accuracy Sufficient?

Learning Disability Quarterly ◽

10.2307/1510892 ◽

1985 ◽

Vol 8 (3) ◽

pp. 182-188 ◽

Cited By ~ 17

Author(s):

Barry J. Wilson ◽

Monica Reichmuth

Keyword(s):

At Risk ◽

Early Identification ◽

Prediction Accuracy ◽

Predictive Accuracy ◽

Screening Program ◽

Educational Opportunities ◽

Early Screening ◽

Screening Programs ◽

Accuracy Of Prediction

Review of the early-identification literature indicates considerable problems related to describing screening results and determining when a procedure accurately identifies students believed to be at-risk. Several criteria are proposed in this article for determining and communicating screening results. These criteria, which are applied to a screening program for illustrative purposes, provide a context for judging prediction accuracy. It is argued that accuracy of prediction is of little value and cannot be considered sufficient unless the predictions lead to better educational opportunities for the students about whom they are made.

Download Full-text