Title
Predictors Of At-Risk Kindergarteners' Later Reading Difficulty: Examining Learner-By-Intervention Interactions
Keywords
Early reading development; Predictors of reading achievement
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. © 2013 Springer Science+Business Media Dordrecht.
Publication Date
3-1-2014
Publication Title
Reading and Writing
Volume
27
Issue
3
Number of Pages
451-479
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1007/s11145-013-9452-5
Copyright Status
Unknown
Socpus ID
84893802283 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84893802283
STARS Citation
Simmons, Deborah C.; Taylor, Aaron B.; Oslund, Eric L.; Simmons, Leslie E.; and Coyne, Michael D., "Predictors Of At-Risk Kindergarteners' Later Reading Difficulty: Examining Learner-By-Intervention Interactions" (2014). Scopus Export 2010-2014. 8555.
https://stars.library.ucf.edu/scopus2010/8555