Title

Predictors of at-risk kindergarteners' later reading difficulty: examining learner-by-intervention interactions

Authors

Authors

D. C. Simmons; A. B. Taylor; E. L. Oslund; L. E. Simmons; M. D. Coyne; M. E. Little; D. M. Rawlinson; S. Hagan-Burke; O. M. Kwok;M. Kim

Comments

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Abbreviated Journal Title

Read. Writ.

Keywords

Predictors of reading achievement; Early reading development; INSTRUCTION INTERACTIONS; CHILDREN; DISABILITIES; RESPONSIVENESS; PERFORMANCE; STUDENTS; CRITERIA; OUTCOMES; VEHICLE; SUCCESS; Education & Educational Research; Psychology, Educational

Abstract

This longitudinal study examined (a) the second-grade reading outcomes of 368 children who participated in either experimental or school-designed supplemental intervention in kindergarten, and (b) the influence and interactions of learner variables and type of intervention on reading achievement. Descriptive findings indicated that percentages of students identified as at risk or not at risk were statistically comparable between interventions. Entry-level letter identification scores predicted performance on all second-grade reading outcomes for students in both interventions. The influence of entry-level sound matching, receptive vocabulary knowledge, English language learner status and reading outcomes was moderated by type of intervention. Performance on a curriculum-embedded measure administered 8 weeks into intervention reliably predicted second grade reading performance.

Journal Title

Reading and Writing

Volume

27

Issue/Number

3

Publication Date

1-1-2014

Document Type

Article

Language

English

First Page

451

Last Page

479

WOS Identifier

WOS:000330968100003

ISSN

0922-4777

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