Identifying Children in Middle Childhood Who Are at Risk for Reading Problems

摘要: Although many advances have been made in early identification and intervention for students with reading disabilities, there has less progress identifying remediating the skills of older children. The National Assessment Educational Progress report shows that 34% fourth-grade perform below basic levels (National Progress, Center Statistics, & Institute Education Sciences, 2007). Some these may experienced difficulty from beginning their school careers, but other confront problems first time middle childhood. In fact, Leach, Scarborough, Rescorla (2003) estimated 41% all disabilities late-emerging (i.e., are not evident until at least third grade). These difficulties identifiable by screening assessments (Compton, Fuchs, Elleman, Gilbert, 2008). Research is needed on methods children who risk childhood to further reduce prevalence failure. The purpose this article investigate definition an group children, specifically those fourth grade. underrepresented literature likely a more heterogeneous poor readers compared younger students. Deficits be broader could include associated (e.g., decoding, word recognition, fluency, spelling) as well comprehension, vocabulary, oral language (Cain, Oakhill, Lemmon, 2004; Catts, Adlof, Weismer, 2006). possibility vary number dimensions requires careful attention predictor variables selected screening, criterion used define problems, methodological procedures both phases paradigm.