Early prediction of reading failure

Hirsch, Katrina de; Jansky, Jeanette; Langford, William S.

doi:10.1007/bf02928408

Cited by 38 publications

(43 citation statements)

References 4 publications

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“…At kindergarten is typically a strong predictor of reading 1 year later (DeHirsch, Jansky and Langford, 1966;Stevenson, Parker, Wilkinson, Hegion and Fish, 1976;Bruininks and Mayer, 1979). There seems little mystery why this should be so for those who are to learn to deal with an alphabetic scriptthese are the building blocks from which all words are made, and so it is essential to learn to recognize them.…”

Section: Letter Recognitionmentioning

confidence: 99%

The early stages of reading: A longitudinal study

Ellis

Large

1988

Applied Cognitive Psychology

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Forty children were studied as they began to learn to read at 5 years old and as they developed their skill up to 7 years old. At each year they were tested for ability on 44 variables which measured ability in reading, spelling, vocabulary, short-term memory, visual perception and discrimination, auditory-visual integration, language knowledge, phonological awareness, grammatical knowledge, rote knowledge and ordering ability, and performance on the Weschler Intelligence Scale for Children. The data for the whole group of children were analysed in several ways: (1) At each year the patterns of associates of reading skill were determined (with and without control for IQ); (2) the abilities at one point in time which were associated with later reading skill were charted for the whole group, for a subset of children who at 5 years old started with no reading skill, and for another group of children who were progressing rapidly at 7 years old. Cross-lagged correlation comparisons were made to investigate causal paths. These analyses allowed us to chart the course of reading development and the interactive ways in which associated skills such as spelling, reading, phonological awareness and syntactic knowledge grow from each other differentially at different stages of development. The nature of reading skill changes rapidly in the first 3 years of acquisition. In information processing terms it begins as an undifferentiated skill associated with knowledge of the letters of the alphabet, phonological awareness, and visual symbolic short-term memory processes. It then changes in character, being associated with holistic visual pattern recognition skills. By 6 years old phonological awareness and verbal short-term memory processes are by far the strongest associates. By 7 years old the better readers' skills are associated with analytic visual perceptual analysis, the learning of new symbol-sound associations, and sound blending skill. Reading has become a multifaceted ability tapping a wide range of different skills from language comprehension to analysis of the order of elements in a visual array.Our present knowledge of reading is assembled in reviews of thousands of individual studies of reading (e.g. Gibson and Levin, 1975;Mitchell, 1982;Vellutino, 1979;Vernon, 1971). The preponderance of these studies have been ex post facto bivalent designs with little or no attempt to look for differential abilities. They have been performed by different investigators, with children of different cultures, education, age, socioeconomic background and intelligence, and they have involved radically different numbers of subjects. They have taken place over the past 50 years when educational practices have been changing. It is quite possible that the conclusions of the reviews therefore constitute a nomothetic generality which, from a heterogeneous population, reflects none of the individuals studied. Such review efforts may also fail to lead to an understanding of the development of reading. If we want to study development we must d...

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Section: Letter Recognitionmentioning

confidence: 99%

The early stages of reading: A longitudinal study

Ellis

Large

1988

Applied Cognitive Psychology

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“…A considerable amount of evidence indicates that there is a strong relationship between measures of vocabularly size and reading ability. This relationship has been observed in populations ranging from kindergarteners (e.g., deHirsch, Jansky, & Langford, 1966;Jansky & deHirsch, 1972) to elementary school students (e.g., Fry, Johnson, & Muehl, 1970;Raulin, 1962) and college students (e.g., Cromer, 1970). Given this large body of evidence that good readers have a much richer lexicon than poor readers, the observed error difference between normal and poor readers can be explained.…”

Section: Discussionmentioning

confidence: 87%

Semantic Code Deficit for Reading Disabled Children on an Auditory Lexical Decision Task

Zecker¹,

Zinner

1987

Journal of Reading Behavior

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Disabled and normal readers made lexical decisions to orally presented pairs of letter strings. Half of the word-word pairs were semantically related while the other half of the pairs were semantically unrelated. A significant group by relatedness interaction was observed; disabled readers showed a nonsignificant relatedness effect and normal readers showed a significant relatedness effect. Results suggest that disabled readers have difficulty in making available the full range of semantic cues when processing stimuli in an acoustic form, supporting a verbal-processing deficit hypothesis of reading disability.

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“…While this concept was initially related to requisite academic and social skills, the educational and developmental literature evidences a growing interest in the relationship of school readiness to neurological maturation. Authors such as Lowder (1956), Kephart (1960), Koppitz (1964), Frostig, Maslow, Lefever, andWhittlesey (1964), anddeHirsch, Jansky, andLangford (1966) postulate the existence of a neurological developmental hierarchy associated with later cognitive abilities such as reading. This concept has been challenged (Bibace & Hancock, 1969), and the research with remediation based on the hierarchical concept (Alley, 1968;Lewis, 1968;Rosen, 1968;Scott, 1968) is inconclusive; however, the evidence still demonstrates a fairly substantial relationship between specific learning disabilities and neurological impairment or immaturity as inferred from performance involving various perceptual and perceptual-motor integrative functions.…”

Section: The Measurement Of Perceptual-motor Abilities Of Head Start mentioning

confidence: 99%

The Measurement of Perceptual‐motor Abilities of Head Start Children

Gordon

Hyman

1970

ETS Research Bulletin Series

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A battery of perceptual and perceptual-motor integrative tasks was developed and administered to a group of economically disadvantaged children enrolled in Head Start classes. The battery, which included widely used as well as newly developed instruments, was designed to conform to a model which conceived of the skills leading to complex cognitive functions as being hierarchical in nature. Performance data and interrelationships are presented for all measures and comparisons made with studies of middle class children wherever possible. The results indicated little deficit for the study group in the basic perceptual and gross perceptual-motor skills, but a marked deficit in the more complex integrative skills. The appropriateness of the measures for disadvantaged populations is discussed. THE MEASUREMENT OF PERCEPTuAL-MOTOR ABILITIES OF HEAD START CHILDREN George Gordon Educational Testing Service andIrwin Hyman Temple UniversityRecent years have seen a rapidly expanding interest in the early educational development of economically impoverished children. As a result of this interest, numerous programs for dealing with the problems of these children have been proposed. However, the production of such programs has been impeded by the lack of available data and instrumentation appropriate to this group. A number of evaluation and research studies related to Head Start programs (Alexander, 1967;Beller, 1968;M. Deutsch, 1967;Grotberg, 1969;Hyman & Kliman, 1967) have demonstrated significWlt differences between socioeconomic groups in the skills considered necessary for early school achievement. Many of the tests utilized especially in pre-posttest designs have been familiar and traditional instruments, such as the Stanford-Binet (Terman & Merrill, 1960), the Metropolitan Readiness Test (Hildreth, Griffiths, & McGauvran, 1965), and the Peabody Picture Vocabulary Test (Dunn, 1959). However, the standardization groups for these and other frequently employed instruments were drawn primarily from the middle class, and the tests are heavily loaded with language, instructions, and objects familiar to middle but not necessarily to lower class children.The present investigation represents a small part of a much larger study (Educational Testing Service, 1968), which is attempting to describe the characteristics and development of disadvantaged children at preschool and primary grade levels. The early stages of this longitudinal study are focused in large part on pre-academic and social skills, which have, in many instances, been associated with the concept of "school readiness." -2-Current educational and psychological theories rely heavily on the concept of readiness as an important factor in success in the primary grades. While this concept was initially related to requisite academic and social skills, the educational and developmental literature evidences a growing interest in the relationship of school readiness to neurological maturation. Authors such as Lowder (1956), Kephart (1960), Koppitz (1964), Frostig, Masl...

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Early prediction of reading failure

Cited by 38 publications

References 4 publications

The early stages of reading: A longitudinal study

The early stages of reading: A longitudinal study

Semantic Code Deficit for Reading Disabled Children on an Auditory Lexical Decision Task

The Measurement of Perceptual‐motor Abilities of Head Start Children

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