Predicting reading performance using the slingerland procedures

Abstract

The purpose in this study was to examine predictive relationships between the Slingerland Pre- Reading Screening Procedures and performance on measures of word recognition and reading comprehension. Longitudinal data were collected on 104 children administered the Slingerland Procedures in kindergarten and the Stanford Achievement Test at first, third, and fifth grades. Outcome measures included achievement subtests, Word Study Skills, Reading Comprehension, Reading and Listening Total. Significant relationships were found between Slingerland measures and reading outcomes. However, prediction varied across grades and according to the measure of reading used. Listening contributed to reading comprehension but not to word recognition, and visual skills influenced early but not later reading performance. Gender and socioeconomic status influenced the strength of associations.