Early identification of reading disabilities

2017 ◽  
pp. 311-332 ◽  
Author(s):  
Hugh W. Catts
Keyword(s):  
Early Identification ◽  
Reading Disabilities

scholarly journals Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

2008 ◽  
Vol 42 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Hugh W. Catts ◽  
Yaacov Petscher ◽  
Christopher Schatschneider ◽  
Mindy Sittner Bridges ◽  
Katherin Mendoza
Keyword(s):  
Early Identification ◽  
Reading Disabilities ◽  
Universal Screening ◽  
Floor Effects

scholarly journals Early Identification of Reading Disabilities Within an RTI Framework

2013 ◽  
Vol 48 (3) ◽  
pp. 281-297 ◽  
Author(s):  
Hugh W. Catts ◽  
Diane Corcoran Nielsen ◽  
Mindy Sittner Bridges ◽  
Yi Syuan Liu ◽  
Daniel E. Bontempo
Keyword(s):  
Early Identification ◽  
Reading Disabilities

Early Identification of Children At Risk for Reading Disabilities

1994 ◽  
Vol 27 (6) ◽  
pp. 371-382 ◽  
Author(s):  
David P. Hurford ◽  
Joel D. Schauf ◽  
Tammy Blaich ◽  
Kraig Moore ◽  
Larry Bunce
Keyword(s):  
At Risk ◽  
Early Identification ◽  
Reading Disabilities ◽  
Children At Risk

The Early Identification of Language-Based Reading Disabilities

1997 ◽  
Vol 28 (1) ◽  
pp. 86-89 ◽  
Author(s):  
Hugh W. Catts
Keyword(s):  
Clinical Practice ◽  
Early Identification ◽  
Reading Disabilities ◽  
Language Deficits ◽  
Early Indicators

Research and clinical practice clearly demonstrate that many reading disabilities are language-based. Because the language deficits associated with reading disabilities are often present during the preschool years, these deficits can serve as early indicators of risk for reading disabilities. This exchange briefly reviews the language basis of reading disabilities and provides a checklist of language deficits frequently associated with reading disabilities. It is intended that this checklist be used by professionals for the early identification of reading disabilities.

Falling Through the Cracks: Children Who Are Exceptions to the RTI Identification Process

2008 ◽  
Vol 15 (1) ◽  
pp. 41-45
Author(s):  
Nicole Davis ◽  
Donald L. Compton
Keyword(s):  
At Risk ◽  
Early Identification ◽  
Reading Disabilities ◽  
Theoretical Framework ◽  
Speech Language Pathologists ◽  
False Negatives ◽  
Identification Process

Abstract This article discusses late emerging reading disabilities (RD) and provides possible explanations for false negatives that occur in the RTI process. In addition to providing a theoretical framework for thinking about late emerging RD, the authors conclude with suggestions for speech-language pathologists to improve the early identification of children who are at risk for late emerging RD.

Sign in / Sign up

Export Citation Format

Share Document