1994
DOI: 10.1177/002221949402700604
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Early Identification of Children At Risk for Reading Disabilities

Abstract: The present study examined the development of phonological and reading skills in 171 students (98 males, 73 females) from the beginning of first grade (Time 1) to the end of second grade (Time 4). Based on their reading and intelligence scores at the end of second grade, these students were placed into nondisabled (ND), reading disabled (RD), or garden-variety poor reading (GV) groups. Although each group made gains in phonological processing, large differences were found between the ND and RD/GV groups. The R… Show more

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Cited by 69 publications
(42 citation statements)
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“…This cutoff level is similar to that used by other researchers in the field of reading disabilities (e.g., Hurford, Schauf, Bunce, Blaich, & Moore, 1994;Meyer, Wood, Hart, & Felton, 1998). It also represents a compromise criterion level when compared to that found in more liberal definitions (25th percentile; Fletcher et al, 1994;Stanovich & Siegel, 1994) or in more conservative definitions of reading disabilities (1.5 SD; Badian, McAnulty, Duffy, & Als, 1990).…”
Section: Participantssupporting
confidence: 64%
“…This cutoff level is similar to that used by other researchers in the field of reading disabilities (e.g., Hurford, Schauf, Bunce, Blaich, & Moore, 1994;Meyer, Wood, Hart, & Felton, 1998). It also represents a compromise criterion level when compared to that found in more liberal definitions (25th percentile; Fletcher et al, 1994;Stanovich & Siegel, 1994) or in more conservative definitions of reading disabilities (1.5 SD; Badian, McAnulty, Duffy, & Als, 1990).…”
Section: Participantssupporting
confidence: 64%
“…Overall accuracy of reader group placement at the end of first grade was 99% with 0% and 1.0% false negative and false positive rates, respectively. Hurford, Schauf et al (1994) followed these students until the end of second grade with similar results (98% accuracy with 0% and 1.8% false negative and false positives rates, respectively). As the children to be assessed become older and the temporal distance between assessment and reader group placement shortens, accuracy increases (see Scarborough, 1998 for a review of prediction research).…”
mentioning
confidence: 72%
“…Children at risk for reading failure and those identified with dyslexia from early on often perform poorly on measures referring to phonological awareness (Blachman, 1994;Byrne & Fielding-Barnsley, 1993;Elbro, Borström, & Petersen, 1998;Felton & Brown, 1990;Hurford, Schauf, Bunce, Blaich, & Moore, 1994;Schneider, Ennemoser, Roth, & Küspert, 1999), and the retaining of phonological information in working memory or successive processing (Papadopoulos, 2002;Porpodas, 1999;Schneider, Roth, & Ennemoser, 2000). Phonological awareness refers to the ability to explicitly reflect on the sound structure of spoken language by isolating and manipulating the constituent sounds of spoken words, whereas the retaining of phonological information in working memory or successive processing refers mostly on the ability to recall sequence of sounds and/or words or even sentences (Porpodas, 1999).…”
Section: The Present Studymentioning
confidence: 99%