Can Early Reading Achievement Be Predicted with Traditional Learning Disabilities Tests? A Case Study.

Purcell-Gates, Victoria

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Peer reviewed

ERIC Number: EJ423542

Record Type: Journal

Publication Date: 1990

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ISSN: ISSN-0885-2006

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Can Early Reading Achievement Be Predicted with Traditional Learning Disabilities Tests? A Case Study.

Purcell-Gates, Victoria

Early Childhood Research Quarterly, v5 n4 p513-35 Dec 1990

This case study examined the reading and writing progress of a first grade boy. Predictions that the boy would have learning difficulties were based on data from tests, expert assessments, reading and writing samples, and school instruction. Progress in first grade reading indicated that there was no relationship between test results and the child's level of success. (SH)

Descriptors: Beginning Reading, Case Studies, Emergent Literacy, Grade 1, Learning Disabilities, Predictive Validity, Primary Education, Reading Achievement, Test Results, Writing Ability

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A