Piloting an Early Identification Protocol for Reading Disabilities

Abstract

Background: Several U.S. states have mandated screening procedures for the early identification of children with reading disorders. This study describes a protocol for identifying students at risk for reading difficulty during the kindergarten year. Methods: The authors piloted a protocol that included two reading screening instruments, a teacher questionnaire, a parent questionnaire and an oral language screening tool. Kindergarten children in two divergent elementary schools were screened. Results: Fifty-nine percent of the children screened demonstrated at least one warning sign warranting follow-up. The authors also found agreement among the results obtained through the various screening tools. Results were provided to first grade teachers the following year so that skill deficits could be addressed. Repeat screening of the children showed gains in skill development for 64% of the children in the follow-up phase. Conclusion: Children at risk for early reading difficulties can be identified as early as during the kindergarten year. Early identification allows teachers to employ instructional techniques and strategies in an effort to remediate deficits before children demonstrate greater lags in skill development. While early identification is important for all children, it may be an even greater advantage for children entering school with the additional risk factors of social and economic disadvantage.