Predicting Response to Early Reading Intervention From Verbal IQ, Reading-Related Language Abilities, Attention Ratings, and Verbal IQ—Word Reading Discrepancy: Failure to Validate Discrepancy Method

Additional analyses of a previously published study addressed three questions about growth in word reading during early reading intervention: (1) How well do Verbal IQ, reading-related language abilities (phonological, rapid naming, and orthographic), and attention ratings predict reading growth? (2...

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Published in:Journal of learning disabilities 2003-01, Vol.36 (1), p.24-33
Main Authors: Stage, Scott A., Abbott, Robert D., Jenkins, Joseph R., Berninger, Virginia W.
Format: Article
Language:English
Subjects:
Attention
Attention Deficit Disorders
Candidates
Child
Child Health
Child Language
Decision making
Discrepancies
Discrepancy Formulas
Discrepancy Measure
Dyslexia - prevention & control
Early Intervention
Early intervention programmes
Early literacy
Early Reading
Elementary Education
Female
Grade 1
Grapheme phoneme correspondence
Humans
Instructional Effectiveness
Intelligence
Intelligence Quotient
Intelligence tests
Intervention
Language Impairments
Language proficiency
Language Skills
Language testing
Learning disabilities
Male
Naming
Orthographic processing
Phonetics
Phonological processing
Phonology
Predictor Variables
Prospective Studies
Reading
Reading achievement
Reading Difficulties
Reading disabilities
Reading Instruction
Reading Tests
Remedial Teaching - methods
Special education
Verbal Ability
Verbal Behavior
Vocabulary
Vocabulary Development
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creator Stage, Scott A.
Abbott, Robert D.
Jenkins, Joseph R.
Berninger, Virginia W.
description Additional analyses of a previously published study addressed three questions about growth in word reading during early reading intervention: (1) How well do Verbal IQ, reading-related language abilities (phonological, rapid naming, and orthographic), and attention ratings predict reading growth? (2) How well do language deficits predict reading growth? and (3) How well does Verbal IQ—word reading discrepancy predict reading growth? Univariate analyses showed that Verbal IQ, phonological skills, orthographic skills, rapid automatized naming (RAN), and attention ratings predicted the response to early intervention, but multivariate analyses based on a combination of predictors for real-word reading and pseudoword reading showed that Verbal IQ was not the best unique predictor. Students with double or triple deficits in language skills (RAN, phonological, and orthographic processing) responded more slowly to early intervention than students without language deficits. Verbal IQ—word reading discrepancy did not predict the response to early intervention in reading. Overall results supported the use of reading-related language and attention measures rather than IQ—achievement discrepancy in identifying candidates for early reading intervention.
doi_str_mv 10.1177/00222194030360010401
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subjects Attention
Attention Deficit Disorders
Candidates
Child
Child Health
Child Language
Decision making
Discrepancies
Discrepancy Formulas
Discrepancy Measure
Dyslexia - prevention & control
Early Intervention
Early intervention programmes
Early literacy
Early Reading
Elementary Education
Female
Grade 1
Grapheme phoneme correspondence
Humans
Instructional Effectiveness
Intelligence
Intelligence Quotient
Intelligence tests
Intervention
Language Impairments
Language proficiency
Language Skills
Language testing
Learning disabilities
Male
Naming
Orthographic processing
Phonetics
Phonological processing
Phonology
Predictor Variables
Prospective Studies
Reading
Reading achievement
Reading Difficulties
Reading disabilities
Reading Instruction
Reading Tests
Remedial Teaching - methods
Special education
Verbal Ability
Verbal Behavior
Vocabulary
Vocabulary Development
title Predicting Response to Early Reading Intervention From Verbal IQ, Reading-Related Language Abilities, Attention Ratings, and Verbal IQ—Word Reading Discrepancy: Failure to Validate Discrepancy Method
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