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Direct linkFletcher, Jack M.; Francis, David J.; Foorman, Barbara R.; Schatschneider, Christopher – Learning Disability Quarterly, 2021
Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what…
Descriptors: Dyslexia, Disability Identification, Screening Tests, Item Response Theory
Kim, Young-Suk; Petscher, Yaacov; Foorman, Barbara R.; Zhou, Chengfu – Journal of Educational Psychology, 2010
In the present study, we investigated critical factors in letter-sound acquisition (i.e., letter-name knowledge and phonological awareness) with data from 653 English-speaking kindergartners in the beginning of the year. We examined (a) the contribution of phonological awareness to facilitating letter-sound acquisition from letter names and (b)…
Descriptors: Cues, Vowels, Beginning Reading, Phonological Awareness
Foorman, Barbara R.; Arndt, Elissa J.; Crawford, Elizabeth C. – Topics in Language Disorders, 2011
Currently students who struggle with language and literacy learning are classified with various labels in different states--language learning disabilities, dyslexia, specific language impairment, and specific learning disability--in spite of having similar diagnostic profiles. Drawing on the research on comprehension of written language, we…
Descriptors: Evidence, Reading Consultants, Written Language, Learning Disabilities
