Early identification of reading disabilities within an RTI framework

Area of Science:

• * Developmental Psychology
• * Educational Psychology
• * Learning Disabilities Research

Background:

• * Early identification of children at risk for reading disabilities (RD) is crucial for effective intervention within a response to intervention (RTI) framework.
• * Universal screening and progress monitoring are key components of RTI for identifying and supporting students with learning challenges.

Purpose of the Study:

• * To investigate the efficacy of universal screening and progress monitoring for the early identification of RD in kindergarten children.
• * To determine if a combination of screening measures and intervention response predicts first-grade reading outcomes.

Main Methods:

• * 366 kindergarten children were assessed using a battery of screening measures (letter naming fluency, phonological awareness, rapid naming, nonword repetition) at the start of the year.
• * Progress-monitoring probes were administered throughout the school year.
• * A subset of at-risk children received a 26-week Tier 2 intervention, with reading achievement assessed at the end of first grade.

Main Results:

• * The screening battery accurately identified good and poor readers by the end of first grade.
• * Growth in letter naming fluency, reflecting response to instruction, significantly improved the prediction of reading outcomes.

Conclusions:

• * Universal screening using specific measures can effectively identify kindergarteners at risk for reading disabilities.
• * Monitoring children's progress and response to intervention, particularly in letter naming fluency, is vital for accurate prediction of reading success.
• * These findings support the integration of screening and progress monitoring within RTI frameworks for early reading intervention.