Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students (N = 137) of whom the majority was receiving supplemental intervention for reading skills…

This study investigated the predictive validity of a dynamic assessment designed to evaluate later risk for reading difficulty in bilingual Latino children at risk for language impairment. During kindergarten, 63 bilingual Latino children completed a dynamic assessment nonsense-word recoding task that yielded pretest to posttest gain scores,…

This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive…

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), the dynamic screening measure…

This study examined concurrent and longitudinal relations for the "Get Ready to Read!" (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse…

Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have…

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students…

One hundred kindergarten children completed a phoneme segmentation test, an invented spelling test, and two tests of visual-motor ability. Scores on both tests of phoneme awareness predicted between 30% and 40% of variance in reading ability a year later, while visual-motor scores bore a less substantial relationship to future reading ability.…

Kindergarten children (N=103) were administered three tests of visual-motor integration: Bender Gestalt Test, Beery Developmental Test of Visual Motor Integration and Geometric Design subtest of the Wechsler Preschool and Primary Scale of Intelligence. Issues discussed include interscorer reliabilities, correlations among scores, correlations…

Examination of the predictive validity of the Gesell School Readiness Screening Test with 84 kindergarten-age children found the procedure effective in predicting child success or failure in kindergarten and that within four-six years the chronological age of children entering kindergarten is unrelated to eventual success of failure in…

Study involving 300 children investigated the validity of Slosson Intelligence Test (SIT) for identifying learning disabled kindergarteners. Ss were given a battery of tests, including Wechsler Preschool and Primary Scale of Intelligence. Results indicated that SIT greatly overestimates the IQ of kindergarten children with suspected learning…

To determine the value of the Pupil Rating Scale (PRS) in identifying children at risk for learning difficulty, a sample of 60 kindergarten children was studied intensively to determine whether the PRS would correlate as well with achievement measures as reported in H. Myklebust's normative sample. (Author/SBH)

A study of 107 kindergarten children was undertaken to compare the predictive efficiency of kindergarten teachers' ratings with reading readiness and reading achievement over a four-year period. (PHR)