Identifying Preschool Children at Risk of Later Reading Difficulties: Evaluation of Two Emergent Literacy Screening Tools

Autor/inn/en	Wilson, Shauna B.; Lonigan, Christopher J.
Titel	Identifying Preschool Children at Risk of Later Reading Difficulties: Evaluation of Two Emergent Literacy Screening Tools
Quelle	In: Journal of Learning Disabilities, 43 (2010) 1, S.62-76 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409345007
Schlagwörter	Reading Difficulties; Early Reading; Preschool Children; Emergent Literacy; At Risk Students; Prediction; Reading Achievement; Intervention; Identification; Screening Tests; Measures (Individuals); Diagnostic Tests; Individual Development; Classification; Cutting Scores + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Frühlesen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Vorhersage; Leseleistung; Identifikation; Identifizierung; Screening-Verfahren; Messdaten; Diagnostic test; Diagnostischer Test; Individuelle Entwicklung; Classification system; Klassifikation; Klassifikationssystem
Abstract	Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the "Revised Get Ready to Read!" (GRTR-R) and the "Individual Growth and Development Indicators" (IGDIs), and a diagnostic measure at two time points. Receiver operating characteristic curve analyses revealed that, at optimal cut scores, GRTR-R provided more accurate classification of children's overall emergent literacy skills than did IGDIs. However, neither measure was particularly good at classifying specific emergent literacy skills. (Contains 5 tables, 1 figure and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10