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Related Experiment Video

Updated: Jul 7, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Predicting reading problems in at-risk children.

P Menyuk¹, M Chesnick, J W Liebergott

¹Boston University, Literacy and Language Institute, MA 02215.

Journal of Speech and Hearing Research

|August 1, 1991

Summary

This summary is machine-generated.

Early language awareness measures effectively predict future reading success in at-risk children. Specific language impairment (SLI) and language processing abilities are key indicators for identifying potential reading challenges.

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Area of Science:

Developmental Psychology
Linguistics
Education

Background:

Identifying early predictors of reading difficulties is crucial for timely intervention.
Children with specific language impairment (SLI), language delays, or premature birth are at higher risk for reading problems.

Purpose of the Study:

To identify early predictors of reading problems in at-risk children.
To compare the predictive power of standard language tests versus experimental language meta-processing measures.

Main Methods:

Longitudinal study tracking children at risk for reading problems.
Collected standard speech/language tests, experimental language meta-processing measures, and reading assessments at ages 80-96 months.
Utilized cluster analysis to group children by language ability.

Main Results:

Significant correlations found between early oral language/meta-processing abilities and later reading performance.
Language processing battery scores explained more reading variance than standard language tests.
Cluster analysis revealed distinct language ability groups, with SLI and some other at-risk children in the low-ability group.

Conclusions:

Early language awareness measures are strong predictors of later reading performance.
Language meta-processing abilities appear particularly valuable for predicting reading outcomes.
Different measures predict reading success for different children, highlighting the need for varied assessment approaches.