Early Identification of Reading Disabilities within an RTI Framework

Autor/inn/en	Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi Syuan; Bontempo, Daniel E.
Titel	Early Identification of Reading Disabilities within an RTI Framework
Quelle	In: Journal of Learning Disabilities, 48 (2015) 3, S.281-297 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413498115
Schlagwörter	Early Intervention; Reading Difficulties; Response to Intervention; Identification; At Risk Students; Screening Tests; Progress Monitoring; Kindergarten; Reading Achievement; Reading Fluency; Alphabets; Reading Skills; Word Recognition; Phonological Awareness; Naming; Repetition; Outcomes of Education; Task Analysis; Pretests Posttests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Test of Language Development; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Identifikation; Identifizierung; Screening-Verfahren; Leseleistung; Buchstabenschrift; Reading skill; Lesefertigkeit; Worterkennung; Wiederholung; Lernleistung; Schulerfolg; Aufgabenanalyse
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11