Estimating the Risk of Future Reading Difficulties in Kindergarten Children

2001 ◽  
Vol 32 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Hugh W. Catts ◽  
Marc E. Fey ◽  
Xuyang Zhang ◽  
J. Bruce Tomblin
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Early Identification ◽  
Intervention Program ◽  
Reading Difficulties ◽  
Epidemiologic Study ◽  
Kindergarten Children ◽  
Second Grade ◽  
Cognitive Measures ◽  
Letter Identification

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.

Preliminary Data on Assessments for Early Literacy Skills in Second Grade Arabic- Speaking Children: Guidelines for General and Special Education Teachers

2013 ◽  
Vol 16 (1) ◽  
pp. 17-39 ◽  
Author(s):  
Sana Tibi ◽  
Yujeong Park ◽  
Yiting Ho ◽  
Linda Lombardino
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Special Education Teachers ◽  
Special Educators ◽  
Reading Difficulties ◽  
Literacy Skills ◽  
Second Grade ◽  
Palestinian Children ◽  
Early Primary ◽  
Arabic Speaking

The goal of this study was to adapt scientifically-based measures for use in identifying Arabic-speaking children at risk for reading difficulties in the early primary grades. One hundred-fifty Arabic speaking Palestinian children, living in diverse demographic areas within the West Bank, were tested at the beginning of second grade on an Arabic version of the Early Reading Screening Instrument (ERSI) along with tasks of phonological awareness and lexical fluency. Data are presented that can be used as guidelines for special educators in identifying Arabic-speaking children who are showing a weakness in one or more early literacy related skills, placing them at risk for future reading failure.

Designing Early Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children

2004 ◽  
Vol 73 (4) ◽  
pp. 464
Author(s):  
Eurydice Bouchereau Bauer ◽  
Lea McGee ◽  
Donald J. Richgels
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Kindergarten Children ◽  
Literacy Programs

scholarly journals Motor differentiation`s and cognitive skill in pre-scholar age

2018 ◽  
Vol 19 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Marianna Alesi ◽  
Manuel Gómez-López ◽  
Antonino Bianco
Keyword(s):  
At Risk ◽  
Visual Memory ◽  
Visual Analysis ◽  
Developmental Coordination Disorder ◽  
Dynamic Balance ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Children At Risk ◽  
Letter Identification ◽  
Coordination Disorder

Little research has been produced about literacy readiness in Kindergarten children at risk for  Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age Little research has been produced about literacy readiness in Kindergarten children at risk for  Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age

scholarly journals A Logistic Regression Model For The Enhancement Of Student Retention: The Identification Of At-Risk Freshmen

2011 ◽  
Vol 1 (8) ◽  
Author(s):  
Joseph G. Glynn ◽  
Paul L. Sauer ◽  
Thomas E. Miller
Keyword(s):  
At Risk ◽  
Logistic Regression ◽  
Regression Model ◽  
Early Identification ◽  
Student Persistence ◽  
Logistic Regression Model ◽  
Intervention Program ◽  
School Experiences ◽  
Freshman Orientation ◽  
High School Experiences

A logistic regression model will be developed to provide early identification of freshmen at risk of attrition. The early identification is accomplished literally within a couple of weeks after freshman orientation. The dependent variable of interest is persistence, and it is a binary, nominal variable. Students who proceed from freshman matriculation to graduation without ever having dropped out are labeled persistors. Freshman matriculates who leave college either temporarily or permanently are classified as dropouts. The independent variables employed to predict attrition include demographics, high school experiences, and attitudes, opinions, and values as reported on a survey administered during freshman orientation. The model and its results will be presented along with a brief description of the institutional intervention program designed to enhance student persistence.

Predicting Dyslexia in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (1) ◽  
pp. 151-162 ◽  
Author(s):  
Crystle N. Alonzo ◽  
Autumn L. McIlraith ◽  
Hugh W. Catts ◽  
Tiffany P. Hogan
Keyword(s):  
Logistic Regression ◽  
Quantile Regression ◽  
Phonological Awareness ◽  
Early Identification ◽  
Word Reading ◽  
Language Disorder ◽  
Kindergarten Children ◽  
Developmental Language Disorder ◽  
Letter Identification ◽  
Reading Abilities

Purpose In this study, we examine how well kindergarten letter identification and phonological awareness predict 2nd grade word reading and dyslexia in children with developmental language disorder (DLD) and their age- and grade-matched peers with typical language (TL). Method We employ (a) logistic regression to determine how letter identification and phonological awareness predict dyslexia, that is, dichotomous categorization of good or poor word reading, in children with DLD and TL and (b) quantile regression to determine how letter identification and phonological awareness are associated with word reading abilities on a continuum in these groups of children. Results Logistic regression revealed that letter identification was the only significant, unique kindergarten predictor of dyslexia in 2nd grade children with DLD, when compared to phonological awareness. In children with TL, both kindergarten letter identification and phonological awareness significantly predicted dyslexia in 2nd grade. Quantile regression revealed that kindergarten letter identification was a stronger predictor of 2nd grade word reading for average and lower achieving word readers with DLD and their peers with TL compared to higher performing readers. Phonological awareness was weakly associated with word reading across the full continuum of word reading abilities in children with DLD. Conclusion Letter identification is a more accurate predictor of poor word reading and dyslexia than phonological awareness in kindergarten children with DLD, which has important implications for recent U.S. legislation around early identification of dyslexia in all children.

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