Early Identification of Reading Comprehension Difficulties

Autor/inn/en	Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan
Titel	Early Identification of Reading Comprehension Difficulties
Quelle	In: Journal of Learning Disabilities, 49 (2016) 5, S.451-465 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414556121
Schlagwörter	Reading Difficulties; Reading Comprehension; Language Skills; Kindergarten; Early Intervention; Predictor Variables; Grade 3; At Risk Students; Elementary School Students; Emergent Literacy; Reading Tests; Reading Fluency; Language Tests; Response to Intervention; Correlation; Regression (Statistics); Intelligence Tests; Verbal Ability; Vocabulary; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Peabody Picture Vocabulary Test; Test of Language Development; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseverstehen; Language skill; Sprachkompetenz; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03; Frühleseunterricht; Lesetest; Language test; Sprachtest; Korrelation; Regression; Regressionsanalyse; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. 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 also received a 26-week Tier 2 language intervention. Participants' achievement in word reading was assessed at the end of second grade, and their performance in reading comprehension was measured as the end of third grade. Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade. Response to language intervention also proved to be a unique predictor of reading comprehension outcomes. Findings are discussed in terms of their relevance for the early identification of reading disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01