Early Identification and Remediation of Phonological-Processing Deficits in First-Grade Children at Risk for Reading Disabilities

The present study assessed 486 first-quarter first graders on their reading and phonologicalprocessing skills and intelligence. Based on this assessment, and using the classification data from Hurford et al.'s (1993) study, 99 children were identified as being at risk for reading difficulties:...

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Bibliographic Details
Published in:Journal of learning disabilities 1994-12, Vol.27 (10), p.647-659
Main Authors: Hurford, David P., Johnston, Mark, Nepote, Paula, Hampton, Stephanie, Moore, Shelly, Neal, Jeanette, Mueller, Angela, McGeorge, Kimberly, Huff, Lillian, Awad, Angela, Tatro, Clayton, Juliano, Christine, Huffman, Denise
Format: Article
Language:English
Subjects:
At Risk Persons
Beginning Reading
Biological and medical sciences
Child
Child clinical studies
Communication disorders
Dyslexia - prevention & control
Dyslexia - psychology
Early Identification
Early Intervention
Educational Status
Female
Follow-Up Studies
Grade 1
Humans
Identification
Language and communication disorders
Male
Medical sciences
Phonetics
Phonological processing
Phonology
Predictor Variables
Prevention
Primary Education
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Reading Difficulties
Reading disabled children
Remedial Instruction
Remedial Teaching
Risk Factors
Screening Tests
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Summary:The present study assessed 486 first-quarter first graders on their reading and phonologicalprocessing skills and intelligence. Based on this assessment, and using the classification data from Hurford et al.'s (1993) study, 99 children were identified as being at risk for reading difficulties: 53 children at risk for reading disabilities (RD) and 46 children at risk for becoming “garden-variety” poor readers (GV). Half of the RD and GV groups received the phonologicalprocessing intervention. Posttraining assessment indicated that the training procedure not only was effective in increasing the phonological-processing skills of the trained participants, but also increased their reading ability. Both of the RD and GV trained groups benefited from the training. Analyses also indicated that the initial screening device was somewhat less accurate in the present study in identifying at-risk children than in our previous studies (85% us. approximately 9896, respectively). The results of the present study indicate that it is possible to identify children at risk for reading dificulties and to significantly improve their phonological-processing and reading abilities.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221949402701005