Shruti Gadkari, Caroline McCarty Harkins, Robbie Pock
Instructional Insights: Building Well Aligned Courses Using Performance-Based Backward Design
Occupational therapy in health care
3year longitudinal study middle uppermiddleclass preschool children high family risk hr group n 67 low family risk lr group n 57 dyslexia reading disability rd evaluated yearly kindergarten end second grade phonological processing literacy skills tested four time points consistent wellknown familiarity rd 34 hr group compared 6 lr group became rd participants became rd showed deficits implicit explicit phonological processing skills four time points clearly indicating broader phonological deficit often found older ages predictors literacy skill vary risk group risk groups underwent similar developmental shift lettername knowledge phoneme awareness main predictor later literacy skill shift however occurred 2 years later hr group familial risk continuous rather discrete hr children become rd performed worse lr nonrd children phonological literacy measures finally later rd could predicted moderate accuracy age 5 years strongest predictor lettername knowledge