Please use this identifier to cite or link to this item:
|Title:||Assessment and Early Instruction of Preschool Children at Risk for Reading Disability||Contributor(s):||Hindson, Barbara Anne (author); Byrne, Brian John (author) ; Fielding-Barnsley, Ruth (author); Newman, Cara (author); Hine, Donald William (author); Shankweiler, Donald (author)||Publication Date:||2005||DOI:||10.1037/0022-06188.8.131.527||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||Statistics to Oct 2018:||Visitors: 255
|Appears in Collections:||Journal Article|
Files in This Item:
checked on Nov 30, 2018
checked on Mar 4, 2019
WEB OF SCIENCETM
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.