Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/3517
Title: Assessment and Early Instruction of Preschool Children at Risk for Reading Disability
Contributor(s): Hindson, Barbara Anne (author); Byrne, Brian John (author)orcid ; Fielding-Barnsley, Ruth (author); Newman, Cara (author); Hine, Donald William (author); Shankweiler, Donald (author)
Publication Date: 2005
DOI: 10.1037/0022-0663.97.4.687
Handle Link: https://hdl.handle.net/1959.11/3517
Abstract: Preschool children at familial risk for reading disability were assessed on cognitive and linguistic variables and compared with preschoolers without familial risk. Risk children displayed performance profiles resembling those of older children with reading disability. Each group received intensive instruction in phonemic awareness and structured book reading. Instructed risk children made somewhat smaller gains than the nonrisk and required more teaching sessions to reach criterion. Rhyme and phoneme awareness predicted instruction outcome levels, and vocabulary and verbal short-term memory predicted number of teaching sessions to criterion. In kindergarten, the nonrisk group outperformed the risk group on reading and spelling, although the risk group reached grade-appropriate levels. At-risk children can be helped by appropriate preschool instruction, but they require more sustained teaching than nonrisk preschoolers.
Publication Type: Journal Article
Source of Publication: Journal of Educational Psychology, 97(4), p. 687-704
Publisher: American Psychological Association
Place of Publication: Washington, DC, USA
ISSN: 0022-0663
Field of Research (FOR): 170103 Educational Psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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