Hugh W. Catts|Diane Corcoran Nielsen|Mindy Sittner Bridges|Yi Syuan Liu|Daniel E. Bontempo
Early Identification of Reading Disabilities Within an RTI Framework
University of Kansas|University of Kansas|University of Kansas|University of Kansas|University of Kansas
early accurate identification children risk reading disabilities rd critical prevention rd within response intervention framework study investigated use universal screening progress monitoring early identification rd kindergarten children total 366 children administered battery screening measures beginning kindergarten progressmonitoring probes across school year subset children showed initial risk rd also received 26week tier 2 intervention participants achievement word reading accuracy andor fluency assessed end first grade results indicated screening battery containing measures letter naming fluency phonological awareness rapid naming nonword repetition accurately identified good poor readers end first grade findings also showed childrens response supplemental andor classroom instruction measured terms growth letter naming fluency added significantly prediction reading outcomes