Early Identification Of Reading Disabilities Research Articles

Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

We examined whether dynamic decoding assessment (DDA) predicts growth in word reading skill during first grade using latent change score models. In addition, we compared classification accuracy of the DDA to static measures for identifying students at risk for reading disabilities (RD) designated using the dual discrepancy criteria. At the beginning of first grade, students (N = 104) were assessed on the DDA and static measures of word reading, arithmetic, and domain-general and domain-specific skills. They were assessed again at the end of first grade on static measures of word reading and arithmetic. In DDA, students were taught six novel symbols associated with English sounds and how to read words in this new orthography. Instructional prompts were provided incrementally, from least to most explicit. The amount of instructional prompts required for a student to decode words in this new orthography was indexed as students’ learning potential for decoding. Results from a series of latent change score models indicate the DDA is positively associated with growth in word reading but not with arithmetic skill growth. The DDA made significant, positive contributions to word reading growth beyond domain-specific (phonological awareness, rapid automatized naming) and domain-general (behavioral attention, intelligence) predictors. Furthermore, the DDA improved classification accuracy by improving sensitivity when added to the static measures of word reading predictors, supporting the use of DDA as a supplementary screener for early prediction of RD.

Early Identification of Reading Comprehension Difficulties

Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year. A subset of children also received a 26-week Tier 2 language intervention. Participants’ achievement in word reading was assessed at the end of second grade, and their performance in reading comprehension was measured as the end of third grade. Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade. Response to language intervention also proved to be a unique predictor of reading comprehension outcomes. Findings are discussed in terms of their relevance for the early identification of reading disabilities.

Early Identification of Reading Disabilities Within an RTI Framework

Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress-monitoring probes across the school year. A subset of children who showed initial risk for RD also received a 26-week Tier 2 intervention. Participants’ achievement in word reading accuracy and/or fluency was assessed at the end of first grade. Results indicated that a screening battery containing measures of letter naming fluency, phonological awareness, rapid naming, or nonword repetition accurately identified good and poor readers at the end of first grade. Findings also showed that children’s response to supplemental and/or classroom instruction measured in terms of growth in letter naming fluency added significantly to the prediction of reading outcomes.

Musical, language, and reading abilities in early Portuguese readers

Early language and reading abilities have been shown to correlate with a variety of musical skills and elements of music perception in children. It has also been shown that reading impaired children can show difficulties with music perception. However, it is still unclear to what extent different aspects of music perception are associated with language and reading abilities. Here we investigated the relationship between cognitive-linguistic abilities and a music discrimination task that preserves an ecologically valid musical experience. 43 Portuguese-speaking students from an elementary school in Brazil participated in this study. Children completed a comprehensive cognitive-linguistic battery of assessments. The music task was presented live in the music classroom, and children were asked to code sequences of four sounds on the guitar. Results show a strong relationship between performance on the music task and a number of linguistic variables. A principle component analysis of the cognitive-linguistic battery revealed that the strongest component (Prin1) accounted for 33% of the variance and Prin1 was significantly related to the music task. Highest loadings on Prin1 were found for reading measures such as Reading Speed and Reading Accuracy. Interestingly, 22 children recorded responses for more than four sounds within a trial on the music task, which was classified as Superfluous Responses (SR). SR was negatively correlated with a variety of linguistic variables and showed a negative correlation with Prin1. When analyzing children with and without SR separately, only children with SR showed a significant correlation between Prin1 and the music task. Our results provide implications for the use of an ecologically valid music-based screening tool for the early identification of reading disabilities in a classroom setting.

Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity. In this study, the authors examined a common screening instrument for the presence of floor effects and investigated the impact that these effects have on the predictive validity of the instrument. Longitudinal data (kindergarten to third grade) from a large cohort of children were used. These data included children's performance on five measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and two reading achievement outcome measures. The results showed that DIBELS measures were characterized by floor effects in their initial administrations and that these effects reduced the predictive validity of the measures. The implications of these findings for early identification are discussed.

Early Identification of Reading Disabilities: Current Status and New Directions

Despite a growing body of research, the ability to accurately identify which young children are at risk of developing reading disabilities remains elusive. The purpose of this article is to describe the issues that complicate early identification and to suggest possible avenues for exploration. Major issues facing early identification efforts include the type of measures used for screening, timing, definition of classification accuracy, and the criteria for "at risk" and "reading disabled" status. As a possible solution, we propose that the addition of growth measures may yield more accurate classification.

The Early Identification of Language-Based Reading Disabilities

Research and clinical practice clearly demonstrate that many reading disabilities are language-based. Because the language deficits associated with reading disabilities are often present during the preschool years, these deficits can serve as early indicators of risk for reading disabilities. This exchange briefly reviews the language basis of reading disabilities and provides a checklist of language deficits frequently associated with reading disabilities. It is intended that this checklist be used by professionals for the early identification of reading disabilities.

Early identification of reading disabilities

Department of Speech-Language-Hearing: Sciences and Disorders University of Kansas Lawrence, Kansas

Early identification of reading disabilities: The responsibility of the public schools

Early identification of reading disabilities: The responsibility of the public schools