{"title":"Early Identification of and Intervention for Children with and without Dyslexia Characteristics: A Comparison Study","authors":"E. Kaye, Victor Lozada, C. Briggs","doi":"10.1080/19388071.2022.2059418","DOIUrl":null,"url":null,"abstract":"ABSTRACT This article reports on a study designed to determine if the lowest achieving first-grade students who were identified by their school districts as at-risk for dyslexia can be distinguished from students who have initial reading and writing difficulties but did not present dyslexia characteristics. Thirty-six first-grade students from two different school districts participated in this quantitative study. As part of the study, students were additionally screened with the Observation Survey of Early Literacy Achievement, the Feifer Assessment of Reading, and the Slosson Oral Reading Test-Revised pre- and post-intervention. Characteristics, effectiveness, validity, and reliability of the assessment tools are included in the discussion. Upon receiving Reading Recovery® as a first intervention, tests indicated very large effect sizes on all measures for all children. Students whose initial screening indicated no dyslexia characteristics made greater literacy gains.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"298 - 313"},"PeriodicalIF":1.1000,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literacy Research and Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19388071.2022.2059418","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT This article reports on a study designed to determine if the lowest achieving first-grade students who were identified by their school districts as at-risk for dyslexia can be distinguished from students who have initial reading and writing difficulties but did not present dyslexia characteristics. Thirty-six first-grade students from two different school districts participated in this quantitative study. As part of the study, students were additionally screened with the Observation Survey of Early Literacy Achievement, the Feifer Assessment of Reading, and the Slosson Oral Reading Test-Revised pre- and post-intervention. Characteristics, effectiveness, validity, and reliability of the assessment tools are included in the discussion. Upon receiving Reading Recovery® as a first intervention, tests indicated very large effect sizes on all measures for all children. Students whose initial screening indicated no dyslexia characteristics made greater literacy gains.
期刊介绍：
Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.
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