Improving the Prediction of Reading for the Individual Child

Badian, Nathlie A.

doi:10.1177/002221948601900502

Cited by 18 publications

(9 citation statements)

References 19 publications

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“…With respect to the behavior assessments, kindergarten teacher ratings revealed more overall behavior problems, more attentional weaknesses, and lower social skills in identified children than in nonidentified children. Similar findings have been reported in studies of other samples of kindergarten children who subsequently developed learning problems 1986;Vaughn & Hogan, 1990). The lack of group differences in parent ratings of behavior may be accounted for in terms of lesser demands made by parents of young children compared to their teachers on attention, independent functioning, and behavioral selfcontrol.…”

Section: Characteristics Of Identified Childrensupporting

confidence: 87%

Utility of Kindergarten Teacher Judgments in Identifying Early Learning Problems

et al. 2000

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Most existing research on early identification of learning difficulties has examined the validity of methods for predicting future academic problems. The present study focused instead on the sensitivity of kindergarten teachers to learning problems in their students and on the continuity of teacher-identified problems over time. To identify early learning problems, kindergarten teachers in a suburban school district rated student progress toward six academic objectives as satisfactory or unsatisfactory. Twenty percent of the district's 303 kindergarten children received unsatisfactory ratings in at least one area. Thirty-eight of these children (identified group) were matched to 34 children with satisfactory ratings in all areas (nonidentified group). Results of testing conducted during kindergarten revealed poorer academic achievement in identified children than in nonidentified children. Children from the identified group also performed more poorly than children from the nonidentified group on tests of phonological processing and working memory/executive function and were rated by teachers as having more behavior and attention problems and lower social competence. Follow-up of the sample to first grade documented continued learning problems in the identified group. These findings support the use of teacher judgements in early detection of learning problems and argue against reliance on discrepancy criteria.

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Section: Characteristics Of Identified Childrensupporting

confidence: 87%

Utility of Kindergarten Teacher Judgments in Identifying Early Learning Problems

et al. 2000

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“…Badian, 1982Badian, , 1986Badian, , 1988Butler, Marsh, Sheppard, & Sheppard, 1985). While performance at the positive end of the scale is generally fairly stable and predictable, performance at the lower end -and to some extent also average performance -is more often unstable and variable across time.…”

Section: Relations Between Early Language Mastery and The Following Rmentioning

confidence: 99%

“…In some studies, e.g. that of Badian (1982Badian ( , 1986Badian ( , 1988, early intervention was part of the educational set up while in most of the studies onset and degree of intervention is not discussed. Despite all these disparities certain common features may, however, be identified:…”

Section: Relations Between Early Language Mastery and The Following Rmentioning

confidence: 99%

From oral to written language: a developmental and interventional perspective

Hagtvet¹

1993

Eur J Psychol Educ

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The article discusses relations between early oral language abilities and reading and writing development as reflected in longitudinal research The observation that poor reading is less accurately predicted than superior reading is documented, and developmental characteristics ofpoor readers and superior readers, respectively, are described. The importance of early intervention is emphasized both by reference to experimental research and by a documented high consistency between reading at grades 2-3 and reading in adolescence.

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“…Children performing well on emergent literacy tasks generally have superior conventional literacy outcomes relative to children demonstrating lower levels of performance. Prediction studies have also shown indices of both written language and phonological awareness to contribute uniquely to conventional literacy outcomes (Badian, 1982(Badian, , 1986Stuart, 1995; for review, see Scarborough, 1998). Taken together, the importance of young children's written language and phonological awareness for later literacy achievement argues for the need for increased focus on preschool emergent literacy intervention as a proactive model for preventing reading difficulties (Snow, Burns, & Griffin, 1998).…”

mentioning

confidence: 99%

Emergent Literacy Intervention for Vulnerable Preschoolers

Justice

Chow

Capellini

et al. 2003

Am J Speech Lang Pathol

143

113

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This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment research design, children completed two 6-week waves of intervention in small groups; one wave featured the experimental explicit intervention program, whereas the other featured a comparison program. Emergent literacy assessment was conducted at pretest and at the end of each wave. Results indicated significant widespread gains in emergent literacy knowledge over the entire 12-week intervention program; growth was significantly greater during the experimental explicit intervention program compared to the comparison program. An examination of individual differences and intervention outcome showed oral language skills and literacy orientation to predict emergent literacy performance at the end of the program.

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Improving the Prediction of Reading for the Individual Child

Cited by 18 publications

References 19 publications

Utility of Kindergarten Teacher Judgments in Identifying Early Learning Problems

Utility of Kindergarten Teacher Judgments in Identifying Early Learning Problems

From oral to written language: a developmental and interventional perspective

Emergent Literacy Intervention for Vulnerable Preschoolers

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