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Direct linkCatts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan – Journal of Learning Disabilities, 2016
Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…
Descriptors: Reading Difficulties, Reading Comprehension, Language Skills, Kindergarten
Beach, Kristen D.; O'Connor, Rollanda E. – Journal of Learning Disabilities, 2015
We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors…
Descriptors: Response to Intervention, Reading Difficulties, Predictor Variables, Criteria
Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi Syuan; Bontempo, Daniel E. – Journal of Learning Disabilities, 2015
Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 children were…
Descriptors: Early Intervention, Reading Difficulties, Response to Intervention, Identification
