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Using Early Standardized Language Measures to Predict Later Language and Early Reading Outcomes in Children at High Risk for Language-Learning Impairments
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Flax, Judy F.; Realpe-Bonilla, Teresa; Roesler, Cynthia; Choudhury, Naseem; Benasich, April – Journal of Learning Disabilities, 2009
The aim of the study was to examine the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) and identify which language constructs (receptive or expressive) and which ages (2 or 3 years) are related to expressive and receptive language…
Descriptors: Control Groups, Reading Difficulties, Comprehension, Early Reading
Phonological Awareness and Beginning Reading: Evaluation of a School-Based Screening Procedure.
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Majsterek, David J.; Ellenwood, Audrey E. – Journal of Learning Disabilities, 1995
Experimental phonological synthesis (sound blending) and analysis (rhyme detection) tasks were administered to children (n=76) preceding kindergarten entry. Measures of beginning reading were administered after kindergarten, first grade, and second grade. The sound blending task was significantly related to most interim and outcome measures. The…
Descriptors: Beginning Reading, Decoding (Reading), Disability Identification, Phonology
Early Identification and Remediation of Phonological-Processing Deficits in First-Grade Children at Risk for Reading Disabilities.
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Hurford, David P.; And Others – Journal of Learning Disabilities, 1994
Assessment of 486 first-quarter first graders identified 99 children as being at risk for reading difficulties, half of whom then received a phonological processing intervention. Results support the early identification of children at risk for reading difficulties and the effectiveness of the phonological processing intervention. (DB)
Descriptors: At Risk Persons, Beginning Reading, Early Identification, Early Intervention
An Examination of Phonemic Processing Abilities in Children during Their First-Grade Year.
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Hurford, David P.; And Others – Journal of Learning Disabilities, 1993
This study examined the development of reading and phonological processing abilities of 209 first graders assessed at the beginning and end of the school year. The discriminant analysis, based on reading and intelligence data, correctly identified later group membership (students with and without reading disabilities and "garden variety" poor…
Descriptors: Beginning Reading, Early Identification, Evaluation Methods, Grade 1
Sensory, Cognitive, and Linguistic Factors in the Early Academic Performance of Elementary School Children: The Benton-IU Project.
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Watson, Charles S.; Kidd, Gary R.; Horner, Douglas G.; Connell, Phil J.; Lowther, Andrya; Eddins, David A.; Krueger, Glenn; Goss, David A.; Rainey, Bill B.; Gospel, Mary D.; Watson, Betty U. – Journal of Learning Disabilities, 2003
Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 entering first graders. Factor analysis found four factors, which were reading related skills, visual cognition, verbal cognition, and speech processing. Cluster analysis identified nine profiles. The strongest predictors of later reading and…
Descriptors: Academic Achievement, Beginning Reading, Cluster Analysis, Cognitive Processes