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Early identification of reading disabilities within an RTI framework

Hugh W Catts1, Diane Corcoran Nielsen2, Mindy Sittner Bridges2

  • 1University of Kansas, Lawrence, USA catts@ku.edu.

Journal of Learning Disabilities
|August 16, 2013
PubMed

Insights

Early screening for reading disabilities (RD) in kindergarten using measures like letter naming fluency and phonological awareness accurately identifies at-risk children. Progress monitoring, especially in letter naming fluency, further enhances prediction of reading success.

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.

Keywords:
early identificationreading disabilitiesresponse to intervention

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