Prerequisite skills, early instruction, and success in first-grade reading: Selected results from a longitudinal study

Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability?

“…The second significant predictor from the March CEMs was Whole Word Segmentation, which was the most difficult task measured at this time point. This finding aligns with previous studies (Morris, Bloodgood, & Perney, 2003; Scanlon & Vellutino, 1996) and is also consistent with Ehri and McCormick’s (1998) model of reading development where a more difficult pre-reading task (e.g., Whole Word Segmentation) is predictive following reading development.…”

Assessment and Early Instruction of Preschool Children at Risk for Reading Disability.

“…When the lower scores on Block Design, for instance, are considered in conjunction with the vocabulary results, there is evidence of lower overall IQ functioning in the FAR children. This pattern fits with common observation, and the fact that the effect size for Block Design was less than that for expressive vocabulary may also be consistent with the observation that it is lowered verbal IQ, rather than performance IQ, that is most characteristic of dyslexic children (Scanlon & Vellutino, 1996). Finally, the temperament ratings matched observations of an overlap between reading disability and attention disorders, possibly stemming in part from common genes (Willcutt et al, 2002).…”

Pathways to word reading and calculation skills in young Chinese children: From biologically primary skills to biologically secondary skills.

“…This finding sheds light on the shared developmental pathways between calculation and word reading. It supports the literature showing that symbolic numerical skills predicts both word reading and mathematics skills (Cirino et al, 2018;Fuchs et al, 2016;Pinto et al, 2016;Scanlon et al, 1996). In particular, this finding is in line with Cirino et al (2018), who found that Arabic number labeling, rather than counting, explained the overlap between word reading and calculation.…”