Journal
JOURNAL OF LEARNING DISABILITIES
Volume 48, Issue 3, Pages 281-297Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0022219413498115
Keywords
early identification; reading disabilities; response to intervention
Categories
Funding
- Institute of Education Sciences [R324 A080]
- National Institutes of Health [DC05803]
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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.
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