After considering the relationships between (a) reading fluency and reading rate and (b) reading rate and sight vocabulary, this study addressed a very practical question. Can a cut score on a sight vocabulary task (1-min) predict level of reading fluency 4+ months into the future? The prediction was tested at multiple times point across grades…

This study examined the relative contributions of Latino/a children's (N = 102) school readiness and early literacy skills during kindergarten in predicting first grade reading achievement. By using discriminant function analyses, the current study identified a set of areas to assess that could be used to effectively screen children during…

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal…

A study was conducted to determine which subtests of the Gates Reading Readiness Tests have greatest predictive efficiency. An experiment to assess the effect of training in reading readiness on 222 kindergarten children (107 girls and 115 boys) provided the data for the research. The experimental group received 2 months' reading readiness…

To individualize instruction in reading, a system of diagnostic measures must be used to establish needs areas. Author examines a number of such measures and proposes subsequent study culminating in a Predictive Index. (Editor/MB)

The study was designed to determine the best combination of tests or subtests in a research battery which, when administered to beginning first grade students (N=1,052), would enable the most efficient prediction of reading achievement. (Author/SBH)

A sample of first grade children were pretested with the Stanford Early School Achievement Test and posttested with the Stanford Achievement Test. Results demonstrated moderate validity of theformer for predicting first grade achievement. Prediction was better in verbal achievement than in mathematics achievement. (Author/JKS)

To predict success in reading achievement, 148 first graders from three schools representing a cross section of the economic structure of a southeastern U.S. community were administered, in September, the following tests: the Frostig Developmental Test of Visual Perception, the Gates Reading Readiness Test, the Metropolitan Readiness Test, and the…

This study examined informal phonological awareness measures as predictors of first-grade broad reading ability with 91 former Head Start students. Regression analyses indicted that three phonological awareness tasks (invented spelling, categorization, and blending) were the most predictive of standardized reading measures obtained at the end of…

An abbreviated battery of eight screening tests was administered to 407 White first-grade boys. Discriminant analysis showed that 75 percent of those identified as being at high risk of reading failure did exhibit severe or mild comprehension problems in third grade. (Author/SJL)

A battery of four reading readiness assessment tasks was administered to 267 first grade students to determine if the tasks predicted reading achievement as well as the Metropolitan Readiness Test (MRT). The four tasks, which were the best predictors in a previous study of seven readiness tasks, were the aural word boundaries task, the…

Screening batteries for the identification of learning disabled children in grades one and three were validated for a pooled group of students from an urban, a suburban, and a rural school. Predictor batteries of individually administered instruments were able to classify students into low achievers and others on several criterion variables…

The relationship between modality styles and reading achievement was studied for 51 first graders given 2 subtests of the Swassing-Barbe Modality Index, 2 subtests of the Illinois Test of Psycholinguistic Abilities, and 2 tests of nonsense words. There was no significant interaction between modality preference and reading achievement. (SLD)

The primary purpose of this study was to investigate the relationship between Metropolitan Readiness Test (MRT) scores in kindergarten (MRTK) and grade one (MRT1) with the reading scores of the Canadian Tests of Basic Skills (CTBS) at the end of grades one (CTBSR1) and two (CTBSR2). A secondary purpose of the study was to determine whether the…