Prediction of Reading Difficulty from Parental Preschool Report: A 3- Year Followup

Abstract

The Minnesota Child Development Inventory (MCDI) was used to describe the developmental status of 59 children before the start of kindergarten. Three years later children were classified in one of four categories, based on the amount of supplemental reading instruction necessary during the three-year period. A number of variables from the MCDI were highly correlated with this continuum of difficulty in mastering reading, with parental report of the child's general development and knowledge of letters and numbers being most significant. Significant correlations with group achievement tests also were obtained. The findings should encourage the inclusion of parent reports by persons using or constructing preschool screening measures.