Early Identification of Children with High Risk of Reading Failure

Abstract

Two alternative models for identifying kindergarten age children with a high risk of becoming reading failures are compared. One model places primary emphasis on psychometric test procedures assessing linguistic and perceptualmotor skills related to reading readiness. The alternative strategy is based upon the kindergarten teacher's evaluation of the child's skills and behavior, with particular emphasis on the discrepancy between a child's specific competencies and those required for success in a particular first grade classroom. Significant and encouraging correlations were obtained between the various measures taken in kindergarten and reading achievement test scores obtained at the end of first grade.