Prediction of Reading Disabilities in Kindergarten and First Grade

O’Connor, Rollanda E.; Jenkins, James J.

doi:10.1207/s1532799xssr0302_4

Cited by 165 publications

(221 citation statements)

References 53 publications

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“…This research contributes to an applied body of work developed in response to accumulating evidence showing that children who enter kindergarten with well-developed language and literacy skills perform better in beginning reading instruction relative to those with less-developed skills, the latter facing substantial risk for timely achievement of skilled and fluent reading (e.g., Compton, 2000;O'Connor & Jenkins, 1999). Participation in preschool programs providing high quality language and literacy instruction is considered one of the most viable mechanisms for improving at-risk children's transition to reading instruction and reducing their vulnerability for later reading difficulties (see Snow, Burns, & Griffin, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…Conversely, children who enter kindergarten with relatively under-developed language and literacy skills are more likely than their higher-achieving peers to exhibit difficulties in both immediate and long-term reading development (Gallagher, Frith, & Snowling, 2000;O'Connor & Jenkins, 1999). Whereas children's early literacy and language achievements are relatively malleable in the preschool years, these skills become increasingly stable during the elementary grades (see Lonigan, Burgess, Anthony, & Barker, 1998).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

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Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

510

298

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Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publiclyfunded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms of teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy.Two-thirds of 4-year-olds currently participate in early education programs, and this figure is growing annually in light of many state-level initiatives to expand enrollment or provide universal access to preschool for 4-year-old children (Barnett & Yarosz, 2004). Complementing these initiatives are movements to improve the quality of instruction within preschool programs, particularly in the area of language and literacy. As an example, the U.S. Department of Education's Early Reading First program provides funds to preschool programs to support their achievement of "excellence" in programming, particularly the provision of high-quality instruction in literacy and language through improved classroom print richness, professional development for staff, and implementation of scientificallybased curricula. The anticipated outcome of such proactive and prevention-oriented initiatives is that more children will enter school with the skills and competencies needed to succeed in early and later reading instruction.Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this ear...

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Section: Discussionmentioning

confidence: 99%

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

510

298

View full text Add to dashboard Cite

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“…The ORF/final benchmark combination yielded excellent sensitivity and poor specificity for both cohorts, which is not too surprising since our whole-sample means for ORF fell below this cut-off. Nevertheless, that published benchmarks on ORF may be overly stringent indicators of poor response has been noted in other studies (Fuchs et al, 2004;O'Connor & Jenkins, 1999).…”

Section: Discussionmentioning

confidence: 87%

Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in the Beginning of Third Grade

Beach

O’Connor

2013

J Learn Disabil

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We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD were analyzed using logistic regression; isolated measure/criteria combinations for predicting RD were analyzed using classification analysis. Models yielded superior classification rates compared to single measure approaches and did not systematically misclassify English learners. However, particular first and second grade measure/criteria combinations also showed promise as isolated predictors of RD in word reading/text fluency. Model-based approaches were required for acceptable classification of students with RD in comprehension. Although the former finding is promising for early identification of students in need of more intensive instruction in lexical or fluency-based skills, the latter finding reaffirms literature attesting to the complexity of RD in comprehension and difficulty of predicting deficits using early measures of reading, which primarily assess word reading skill. Results replicated well with an independent sample, thus enhancing confidence in study conclusions. Implications regarding the use of RtI for predicting RD are discussed.

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“…There is ample evidence from research in support of the view that phonological abilities at kindergarten level are good predictors of reading success in the early school years (Bradley, 1989;O'Connor & Jenkins, 1999).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The role of phonological awareness in early childhood reading in English

Nchindila¹

2012

Per Ling.

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Prediction of Reading Disabilities in Kindergarten and First Grade

Cited by 165 publications

References 53 publications

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in the Beginning of Third Grade

The role of phonological awareness in early childhood reading in English

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