Stability of Risk Status during Preschool

Autor/inn/en	Milburn, Trelani F.; Lonigan, Christopher J.; Phillips, Beth M.
Titel	Stability of Risk Status during Preschool
Quelle	In: Journal of Learning Disabilities, 52 (2019) 3, S.209-219 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219418789373
Schlagwörter	Preschool Children; Phonological Awareness; At Risk Students; Disadvantaged Schools; Incidence; Literacy; Identification; Predictor Variables; Scores; Reading Tests; Alphabets; Cognitive Development; Young Children; Intelligence Tests; Parent Attitudes; Classification; Florida; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorkommen; Alphabetisierung; Schreib- und Lesefähigkeit; Identifikation; Identifizierung; Prädiktor; Lesetest; Buchstabenschrift; Kognitive Entwicklung; Frühe Kindheit; Intelligence test; Intelligenztest; Elternverhalten; Classification system; Klassifikation; Klassifikationssystem
Abstract	The current study investigated the stability of children's risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools (n = 631) and non-Title 1 schools (n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered at the beginning of preschool (Time 1) and midyear (Time 2), children were classified as at-risk or not at each time point. Prevalence rates were determined for four categories of risk status: (1) always at risk, (2) only at risk at Time 1, (3) never at risk, and (4) only at risk at Time 2. Univariate and multivariate analyses indicated that the best predictor of children's risk status was their level of skill in the respective literacy domain at the beginning of preschool. These results suggest that children with stable risk can be identified early and may benefit from the early provision of extra instructional support within a response-to-instruction framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01