Hindson, Barbara Anne

Byrne, Brian John

Fielding-Barnsley, Ruth

Newman, Cara

Hine, Donald William

Shankweiler, Donald

2005

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.

Journal of Educational Psychology, 97(4), p. 687-704

1939-2176

0022-0663

https://hdl.handle.net/1959.11/3517

en

American Psychological Association

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

Journal Article

Publication