Assessment and Early Instruction of Preschool Children at Risk for Reading Disability

Preschool children at familial risk for reading disability were assessed on cognitive and linguistic variables and compared with preschoolers without familial risk. Risk children displayed performance profiles resembling those of older children with reading disability. Each group received intensive...

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Bibliographic Details
Published in:Journal of educational psychology 2005-11, Vol.97 (4), p.687-704
Main Authors: Hindson, Barbara, Byrne, Brian, Fielding-Barnsley, Ruth, Newman, Cara, Hine, Donald W, Shankweiler, Donald
Format: Article
Language:English
Subjects:
At Risk Populations
At risk youth
Biological and medical sciences
Cognition & reasoning
Educational psychology
Female
Fundamental and applied biological sciences. Psychology
High Risk Students
Human
Learning disabilities
Linguistics
Male
Phonemes
Phonological Awareness
Preschool Children
Preschool Education
Prevention
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Pupil and student. Academic achievement and failure
Reading
Reading Difficulties
Reading Disabilities
Reading Instruction
Rhyme
Student Evaluation
Teaching
Teaching methods
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Summary:Preschool children at familial risk for reading disability were assessed on cognitive and linguistic variables and compared with preschoolers without familial risk. Risk children displayed performance profiles resembling those of older children with reading disability. Each group received intensive instruction in phonemic awareness and structured book reading. Instructed risk children made somewhat smaller gains than the nonrisk and required more teaching sessions to reach criterion. Rhyme and phoneme awareness predicted instruction outcome levels, and vocabulary and verbal short-term memory predicted number of teaching sessions to criterion. In kindergarten, the nonrisk group outperformed the risk group on reading and spelling, although the risk group reached grade-appropriate levels. At-risk children can be helped by appropriate preschool instruction, but they require more sustained teaching than nonrisk preschoolers.
ISSN:0022-0663
1939-2176
DOI:10.1037/0022-0663.97.4.687