Early Identification of Phonological Deficits in Kindergarten and Early Elementary Children at Risk for Reading Disability.

Pepper, Pamela P.; Felton, Rebecca H.

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Peer reviewed

ERIC Number: EJ589153

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

Available Date: N/A

Early Identification of Phonological Deficits in Kindergarten and Early Elementary Children at Risk for Reading Disability.

Pepper, Pamela P.; Felton, Rebecca H.

School Psychology Review, v24 n3 p405-14 1995

Reviews current studies predicting risk for reading disability. Studies indicate children at risk for reading failure can be identified early in their school career. Measures of phonological skills are useful components of prediction batteries, but other factors should be considered. Describes tools for early identification and discusses methods and procedures for intervention. (Author/JDM)

Descriptors: Children, Early Identification, Intervention, Phonology, Primary Education, Reading Difficulties, Reading Failure

Publication Type: Information Analyses; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED504264

Author Affiliations: N/A

Note: Mini-series: "Recent Advances in Reading Instruction and Remediation". For related articles, see CG 554 046-054.