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Ramos-Carrillo JM, Moreno-Perez FJ. Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:330-346. [PMID: 37783574 DOI: 10.1002/dys.1755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 08/29/2023] [Accepted: 09/15/2023] [Indexed: 10/04/2023]
Abstract
Detecting students with reading difficulties (RD) is particularly important in the context of the Response to Intervention (RTI) model, in terms of both research and professional practice. However, there is no unanimous agreement on the best procedure to carry it out. In addition, most of the research in this field has been carried out in the English language, and there is little evidence on how these measures behave in other languages. This study focuses on identifying the best procedure for detecting RD in Spanish in older elementary students, comparing the validity, accuracy and goodness of fit of three different universal screening assessment approaches-the Psychometric Assessment Approach, the Curriculum-Based Assessment Approach and the Teacher Detection Approach-using RTI as a criterion to determine the goodness of fit of the different approaches. A total of 154 fifth-year primary students participated in this study. The results reveal that the multivariate inclusion of the evaluation approaches used is the best means of ensuring an efficient, valid assessment when attempting to identify RD among fifth graders. This finding has practical implications for the implementation of the RTI model in the field of RD.
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Affiliation(s)
- José M Ramos-Carrillo
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, University of Seville, Sevilla, Spain
| | - Francisco J Moreno-Perez
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, University of Seville, Sevilla, Spain
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Firat T, Bildiren A. Developmental characteristics of children with learning disabilities aged 0?6 based on parental observations. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04526-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
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Moore SA, Dowdy E, Fleury I, DiStefano C, Greer FW. Comparing Informants for Mental Health Screening at the Preschool Level. SCHOOL PSYCHOLOGY REVIEW 2022; 51:589-608. [PMID: 36352894 PMCID: PMC9640178 DOI: 10.1080/2372966x.2020.1841546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Universal screening for mental health in preschools provides the opportunity for early identification and early intervention, but guidance regarding which informants to use is needed. Preschoolers' (N = 535) parent and teacher reports across two screening forms were analyzed to determine similarities and discrepancies for classification results and screener scores. The analyses also examined if an additional rater provided incrementally valid information to the prediction of longitudinal kindergarten outcomes. Parents' and teachers' screening scores were significantly correlated across forms by rater and across raters. However, categorical classification results indicated that teachers were more likely than parents to rate preschoolers in at-risk ranges across forms. Finally, hierarchical regression analyses revealed teacher ratings were predictive of kindergarten social-emotional, cognitive, and academic outcomes, and that the addition of parent ratings did not significantly improve prediction of outcomes. Implications are discussed in the context of multiple raters within multiple-gating screening procedures.
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Affiliation(s)
| | - Erin Dowdy
- Counseling, Clinical, School Psychology, University of California Santa Barbara
| | - Isabelle Fleury
- Counseling, Clinical, School Psychology, University of California Santa Barbara
| | | | - Fred W. Greer
- Education Studies, College of Education, University of South Carolina
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Missall KN, Hosp MK, Hosp JL. Reading Proficiency in Elementary: Considering Statewide Testing, Teacher Ratings and Rankings, and Reading Curriculum-Based Measurement. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0152.v48-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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DiStefano C, Liu J, Burgess Y. Investigating the Structure of the Pediatric Symptoms Checklist in the Preschool Setting. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/0734282916647648] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
When using educational/psychological instruments, psychometric investigations should be conducted before adopting to new environments to ensure that an instrument measures the same constructs. Exploratory structural equation modeling and confirmatory factor analysis methods were used to examine the utility of the short form of the Pediatric Symptoms Checklist (PSC-17) in the school setting. Using a sample of 836 preschool children rated by teachers, three factors were identified across both techniques, with factors matching the hypothesized structure of the instrument. The PSC-17 may be an option for use in preschool settings when conducting behavioral and emotional screening.
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Affiliation(s)
| | - Jin Liu
- University of South Carolina, Columbia, SC, USA
| | - Yin Burgess
- University of South Carolina, Columbia, SC, USA
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Ritchey KD, Silverman RD, Schatschneider C, Speece DL. Prediction and stability of reading problems in middle childhood. JOURNAL OF LEARNING DISABILITIES 2015; 48:298-309. [PMID: 23886582 DOI: 10.1177/0022219413498116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (≤ 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader status was predicted by fall of fourth grade passage reading fluency, spelling fluency, and the number of reading problems identified by teachers. Reading fluency and spelling fluency were significant predictors in logistic regression equation that combined to yield a screening battery with an area under the curve of .91. These results suggest that brief assessments of reading and spelling fluency in fourth grade may be able to identify students in middle childhood who have a reading problem or who are at risk for experiencing reading problems in sixth grade.
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Boyer J, Flamant C, Boussicault G, Berlie I, Gascoin G, Branger B, N'Guyen The Tich S, Rozé JC. Characterizing early detection of language difficulties in children born preterm. Early Hum Dev 2014; 90:281-6. [PMID: 24726534 DOI: 10.1016/j.earlhumdev.2014.03.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/18/2013] [Revised: 12/18/2013] [Accepted: 03/08/2014] [Indexed: 10/25/2022]
Abstract
BACKGROUND The optimal age for assessing language difficulties in premature children remains unclear. AIMS To determine the most predictive and earliest screening tool for later language difficulties on children born preterm. STUDY DESIGN A prospective population-based study in the Loire Infant Follow-up Team LIFT SUBJECTS: All children born <35weeks of gestation between 2003 and 2005 were assessed at corrected ages by four screening tools: the Ages & Stages Questionnaire (ASQ) communication scale at 18 and 24months, the language items of Brunet Lezine test at 24months, and the "Epreuves de Repérage des Troubles du Langage" (ERTL) at 4years. OUTCOME MEASURES After 5years, the kindergarten teacher evaluated the vocabulary, grammar and pronunciation capacities of the child in comparison with the classroom performances. RESULTS Among 1957 infants enrolled at discharge, 947 were assessed by their teacher with 12.2% (n=116) of language difficulties. Full data at all time points were available for 426 infants. The area under curve of the receiver operator characteristic curve obtained for the ASQ communication scale at 18months was significantly lower (0.65±0.09) than that obtained at 24months (0.77±0.08) and the languages items of Brunet Lezine test at 24months (0.77±0.08), and the ERTL at 4years (0.76±0.09). The optimal cut-off value for ASQ communication at 24months is ≤45 [sensitivity of 0.79 (95%CI: 0.70-0.86); specificity of 0.63 (95%CI: 0.59-0.66)]. CONCLUSIONS The Ages & Stages Questionnaire communication scale at 24 corrected months appears as an acceptable test at an early time point to identify preterm children at risk of later language difficulties.
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Affiliation(s)
- Julie Boyer
- Department of Otolaryngology (ENT), Nantes University Hospital, France; Centre d'Investigation Clinique INSERM CIC004, University Hospital of Nantes, France.
| | - Cyril Flamant
- Centre d'Investigation Clinique INSERM CIC004, University Hospital of Nantes, France; Nantes University, Department of Neonatal Medicine, University Hospital of Nantes, France; "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France
| | - Gerald Boussicault
- Nantes University, Department of Neonatal Medicine, University Hospital of Nantes, France
| | - Isabelle Berlie
- "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France
| | - Géraldine Gascoin
- "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France; Angers University, Department of Neonatal Medicine, University Hospital of Angers, France
| | - Bernard Branger
- "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France
| | - Sylvie N'Guyen The Tich
- "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France; Angers University, Department of Neuropediatrics, University Hospital of Angers, France
| | - Jean-Christophe Rozé
- Centre d'Investigation Clinique INSERM CIC004, University Hospital of Nantes, France; Nantes University, Department of Neonatal Medicine, University Hospital of Nantes, France; "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France
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Developmental and health services in head start preschools: a tiered approach to early intervention. Acad Pediatr 2013; 13:145-51. [PMID: 23498081 DOI: 10.1016/j.acap.2012.12.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/10/2012] [Revised: 11/30/2012] [Accepted: 12/18/2012] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To describe a tiered approach to identifying and addressing developmental and health concerns among low-income preschool children in Head Start. METHODS Analytic sample consisted of 3- to 5-year-old Head Start students (n = 1171) from 14 centers in Los Angeles County serving predominantly Latino families during 2008-2009. All Head Start students were screened for developmental and health concerns and assigned to 1 of 3 tiers of intervention need: Tier 1 children needed only the usual Head Start curriculum, Tier 2 children needed targeted interventions (excluding special education), and Tier 3 students received special education services. Logistic regressions were used to analyze predictors of each tier, with screening results and sociodemographic variables as covariates. RESULTS Sixty-nine percent of children were in Tier 1, 25% in Tier 2, and 6% in Tier 3. Tier 2 children most commonly needed mental health services and were less likely than those in Tier 1 to be from primarily English-speaking homes (odds ratio = 0.6, P < .01). Tier 3 children were significantly less likely to be female than Tier 2 children (odds ratio = 0.4, P < .05). CONCLUSIONS More than one-quarter of low-income children not in special education may need targeted interventions, particularly mental health services. Although Head Start agencies are required to identify and address these needs, many other early education and clinical settings do not. Establishing screening and intervention guidelines for this intermediate-risk group represents a key policy gap for the child health and education systems.
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Taylor HG, Klein N, Anselmo MG, Minich N, Espy KA, Hack M. Learning problems in kindergarten students with extremely preterm birth. ACTA ACUST UNITED AC 2011; 165:819-25. [PMID: 21893648 DOI: 10.1001/archpediatrics.2011.137] [Citation(s) in RCA: 66] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
OBJECTIVES To assess learning problems among kindergarten students with extremely preterm birth and to identify risk factors. DESIGN Cohort study. SETTING Children's hospital. PARTICIPANTS A cohort of 148 children born between January 1, 2001, and December 31, 2003, with extremely preterm birth, defined as less than 28 weeks' gestation or having a birth weight of less than 1000 g, and 111 classmate control individuals born at term with normal birth weight. INTERVENTIONS The children were enrolled in the study during their first year in kindergarten and were assessed on measures of learning progress. MAIN OUTCOME MEASURES Achievement testing, teacher ratings of learning progress, and individual educational assistance. RESULTS Children with extremely preterm birth had lower mean standard scores than controls on achievement tests of spelling (8.52; 95% confidence interval, 4.58-12.46) and applied mathematics (11.02; 6.76-15.28). They had higher rates of substandard learning progress by teacher report in written language (odds ratio, 4.23; 95% CI, 2.32-7.73) and mathematics (7.08; 2.79-17.95). Group differences in mathematics achievement and in teacher ratings of learning progress were statistically significant even in children without neurosensory deficits or low global cognitive ability. Neonatal risk factors, early childhood neurodevelopmental impairment, and socioeconomic status predicted learning problems in children with extremely preterm birth; however, many children with problems were not enrolled in a special education program. CONCLUSIONS Learning problems in children with extremely preterm birth are evident in kindergarten and are associated with neonatal and early childhood risk factors. Our findings support efforts to provide more extensive monitoring and interventions before and during the first year of school.
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Affiliation(s)
- H Gerry Taylor
- Department of Pediatrics, Case Western Reserve University, Rainbow Babies & Children's Hospital, University Hospitals Case Medical Center, Cleveland, OH 44106-6038, USA.
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Speece DL, Schatschneider C, Silverman R, Case LP, Cooper DH, Jacobs DM. IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK. THE ELEMENTARY SCHOOL JOURNAL 2011; 111:585-607. [PMID: 22058431 PMCID: PMC3207316 DOI: 10.1086/659032] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We examined accuracy, fluency, growth, and teacher rating measures as predictors of child status (at risk, not at risk) at the end of the school year based on an unselected sample of 243 children. The prediction model that best fit our selection criteria included 2-word fluency measures and a teacher rating of reading problems. Word-fluency growth was an equally plausible choice statistically, but, because the measure would require an additional data point, it was not the most efficient choice. The receiver-operator characteristic curve analysis yielded an area-under-the-curve index of .96, which indicates the selected 3-variable model is highly accurate.
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Martin SD, Shapiro ES. Examining the accuracy of teachers' judgments of DIBELS performance. PSYCHOLOGY IN THE SCHOOLS 2011. [DOI: 10.1002/pits.20558] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Alloway TP, Gathercole SE, Adams AM, Willis C, Eaglen R, Lamont E. Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1348/026151005x26804] [Citation(s) in RCA: 196] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Packiam Alloway T, Banner GE, Smith P. Working memory and cognitive styles in adolescents' attainment. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 80:567-81. [PMID: 20334735 DOI: 10.1348/000709910x494566] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
BACKGROUND Working memory, the ability to store and process information, is strongly related to learning outcomes. AIMS The aim of the present study is to extend previous research on early learning and investigate the relationship between working memory, cognitive styles, and attainment in adolescents using both national curriculum tests and teacher-based assessments. SAMPLE A group of 164 13-year-olds from a school in England were recruited. METHODS They took tests of working memory and cognitive styles. The school provided the attainment scores. RESULTS Working memory was found to be the predictor of learning outcomes in English, Maths, and Science, as well as all teacher assessments. There was also a significant interplay between working memory, styles, and attainment. For students with high working memory, their style preference does not impact attainment. Students most at risk were analytics with low working memory as they performed worse in the most subjects. CONCLUSIONS The findings suggest that the interplay between working memory and cognitive styles can be useful in developing suitable interventions to support students.
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Souroulla AV, Panayiotou G, Kokkinos CM. The role of the teacher in identifying learning disabilities: a study using the McCarney Learning Disability Evaluation Scale (LDES). JOURNAL OF LEARNING DISABILITIES 2009; 42:483-493. [PMID: 19458208 DOI: 10.1177/0022219409335217] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
The purpose of the study was to examine whether the Greek translation of the Learning Disability Evaluation Scale (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students' grades in Math and Greek Language and to the Reading Ability Test. Scores on LDES from the above randomly selected sample were significantly different from scores on LDES for another sample of 47 students, who were manifesting learning disabilities, indicating that the LDES can distinguish between the two samples. The exploratory factor analysis revealed that the LDES maintains the original factor structure and the reliability values supported its internal consistency. Results and limitations are discussed.
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Sun J, Mohay H, O'Callaghan M. A comparison of executive function in very preterm and term infants at 8 months corrected age. Early Hum Dev 2009; 85:225-30. [PMID: 19006652 DOI: 10.1016/j.earlhumdev.2008.10.005] [Citation(s) in RCA: 75] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/10/2008] [Accepted: 10/14/2008] [Indexed: 11/26/2022]
Abstract
BACKGROUND Executive function (EF) emerges in infancy and continues to develop throughout childhood. Executive dysfunction is believed to contribute to learning and attention problems in children at school age. Children born very preterm are more prone to these problems than their full-term peers. AIM To compare EF in very preterm and full-term infants at 8 months after expected date of delivery. SUBJECTS 37 very preterm infants without identified disabilities, and 74 gender and age matched healthy full-term infants. The very preterm infants were all </=32 weeks gestation and <1250 g birthweight. OUTCOME MEASURES EF tasks which measured working memory, inhibition of distraction, and planning at 8 months after expected date of delivery. RESULTS The very preterm infants performed significantly more poorly than the full-term infants on all measures of executive function. No significant differences were found between very preterm and full-term infants on any of potentially confounding variables of, infant temperament, maternal education, family income and maternal psychological wellbeing. Very preterm infants had significantly lower scores on the Mental Development Index (MDI) and Psychomotor Development Index (PDI) on the Bayley Scales of Infant Development (BSID II), however when this was partialled out the differences in EF scores remained. Medical complications, lower birthweight and lower gestation age were all found to adversely affect the performance of very preterm infants on executive function tasks. CONCLUSION Very preterm infants performed more poorly than full-term infants on measures of EF. Further follow up studies are required to investigate whether EF measures in infancy can predict learning and attention outcome at school age.
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Affiliation(s)
- Jing Sun
- School of Public Health, Griffith University, Logan Campus, Meadowbrook, Q4131, Australia.
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Uren N, Stagnitti K. Pretend play, social competence and involvement in children aged 5-7 years: The concurrent validity of the Child-Initiated Pretend Play Assessment. Aust Occup Ther J 2009; 56:33-40. [DOI: 10.1111/j.1440-1630.2008.00761.x] [Citation(s) in RCA: 67] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Gijsel MAR, Bosman AMT, Verhoeven L. Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch. JOURNAL OF LEARNING DISABILITIES 2006; 39:558-71. [PMID: 17165622 DOI: 10.1177/00222194060390060701] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship with reading. Finally, to judge whether these predictors could identify reading disabilities, the discriminatory power of all predictors was assessed and appeared to be insufficient. Implications for screening purposes are discussed.
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Dally K. The influence of phonological processing and inattentive behavior on reading acquisition. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2006. [DOI: 10.1037/0022-0663.98.2.420] [Citation(s) in RCA: 73] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Spira EG, Bracken SS, Fischel JE. Predicting Improvement After First-Grade Reading Difficulties: The Effects of Oral Language, Emergent Literacy, and Behavior Skills. Dev Psychol 2005; 41:225-34. [PMID: 15656751 DOI: 10.1037/0012-1649.41.1.225] [Citation(s) in RCA: 176] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study investigated the role of early literacy and behavioral skills in predicting the improvement of children who have experienced reading difficulties in 1st grade. The progress of 146 low-income children whose reading scores in 1st grade were below the 30th percentile was examined to determine (a) how the poorest readers in 1st grade progressed in reading achievement through 4th grade and (b) which emergent literacy and behavioral skills measured in kindergarten predicted differential 4th grade outcomes. Results indicated that the divergence between children who improved and those who did not was established by the end of 2nd grade. Further, individual linguistic skills and behavioral attributes measured in kindergarten contributed substantively to this difference. Implications for intervention timing and educational policy are discussed.
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Affiliation(s)
- Elana Greenfield Spira
- Department of Psychology, State University of New York at Stony Brook, Stony Brook, NY 11794-2500, USA.
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Teisl JT, Mazzocco MM, Myers GF. The utility of kindergarten teacher ratings for predicting low academic achievement in first grade. JOURNAL OF LEARNING DISABILITIES 2001; 34:286-293. [PMID: 15499882 DOI: 10.1177/002221940103400308] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability.
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