Assessment and Early Instruction of Preschool Children at Risk for Reading Disability

Title
Assessment and Early Instruction of Preschool Children at Risk for Reading Disability
Publication Date
2005
Author(s)
Hindson, Barbara Anne
Byrne, Brian John
( author )
OrcID: https://orcid.org/0000-0002-5532-9407
Email: bbyrne@une.edu.au
UNE Id une-id:bbyrne
Fielding-Barnsley, Ruth
Newman, Cara
Hine, Donald William
( author )
OrcID: https://orcid.org/0000-0002-3905-7026
Email: dhine@une.edu.au
UNE Id une-id:dhine
Shankweiler, Donald
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
American Psychological Association
Place of publication
United States of America
DOI
10.1037/0022-0663.97.4.687
UNE publication id
une:3606
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.
Link
Citation
Journal of Educational Psychology, 97(4), p. 687-704
ISSN
1939-2176
0022-0663
Start page
687
End page
704

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