Research Findings: This study used data from a large-scale kindergarten entry assessment (KEA) to understand how well two state screening measures, administered at school entry, predicted the first-grade reading outcomes of a large sample of first-time kindergarteners (N=5,480) at high risk for future reading failure. We examined young children's…

The knowledge that reading and phonological awareness are mainly reciprocally related has hardly influenced the status of a phonological awareness deficit as the main cause of a reading deficit in dyslexia. Because direct proofs for this theory are still lacking we investigated children at familial risk for dyslexia in kindergarten and first…

Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified phonological representations. Many individuals with dyslexia also present impairments in…

The purpose of this study was to determine the impact and sustainability of successfully discontinued first grade Reading Recovery students as compared to non-Reading Recovery students in reading achievement measures as third graders. Schools are facing the unprecedented challenge to ensure reading success for all students by the end of second…

School systems across the country continuously seek to find ways to increase academic achievement at all grades. Possessing the ability to read is one of the keys to academic success; not being able to presents many challenges. Union County Public Schools and the state of North Carolina expect students leaving their kindergarten year to be able to…

"Fundations"[R] is a prevention and early-intervention program designed to help reduce reading and spelling failure. The program is aimed at students in grades K-3 and involves daily 30-minute lessons which focus on carefully-sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness,…

The purpose of this study is to determine the predictive validity of early literacy curriculum-based measurement on high-stakes reading tests administered in grades 3, 4 and 5. This study will examine curriculum-based measurement subtests kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) Letter-Naming Fluency (LNF) and 1st grade…

In 2000, National Reading Panelists (NRP) reported that computer delivered reading instruction has potential for promoting the reading skills of students at-risk for reading failure. However, panelists also noted a scarcity of data present in the literature on the effects of computer-based reading instruction. This preliminary investigation…

The importance of early identification of children at risk for reading failure is clearly established in the literature. The purpose of this longitudinal retrospective study was to further define the relationship between the development of prereading skills and later reading outcome in two groups of children; a group of reading-disabled children…

Start Making a Reader Today[R] (SMART[R]) is a volunteer tutoring program widely implemented in Oregon for students in grades K-2 who are at risk of reading failure. The program is designed to be a low-cost, easy-to-implement intervention. Volunteer tutors go into schools where at least 40% of students are eligible for free or reduced-price lunch…

Most children who do not learn to read during the primary grades will probably never learn to read well. Children who reach the end of third grade with low literacy skills typically have less access to the regular curriculum, require long-term support, and fall further behind their peers in literacy achievement and curricular knowledge. However,…

This study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as at risk for reading failure. Seven kindergarten students and one first-grade student received 20 min of supplemental reading instruction 3 days a week for 16, 12, and 8 weeks.…

This longitudinal study examined the relationship between schooling, literacy development, and socioeconomic context, as reflected by a composite measure of socioeconomic status (SES). Reading, spelling, and phonological abilities were assessed from kindergarten to grade three in Canadian children in a school district with intensive literacy…

The Predictive Reading Profile (PRP) is an individual or group-administered instrument designed to examine precursors to reading difficulties by identifying children at risk for reading failure in later grades and special instructional needs for children in late kindergarten and first grade. The purpose of the PRP "is to develop a profile of a…

Socioeconomic gradients and growth-mixture model trajectories of word-reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy-intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and…