Stability of Risk Status During Preschool
Trelani F Milburn1, Christopher J Lonigan2, Beth M Phillips3
11 Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA.
Journal of Learning Disabilities
|July 19, 2018
Summary
Children
Area of Science:
- Early Childhood Education
- Developmental Psychology
- Educational Psychology
Background:
- Early identification of at-risk preschoolers is crucial for timely intervention.
- Literacy skills like language, print knowledge, and phonological awareness are key indicators.
- Understanding risk status stability informs educational support strategies.
Purpose of the Study:
- To investigate the stability of children's risk status in literacy domains throughout the preschool year.
- To identify predictors of persistent risk status in early education settings.
Main Methods:
- 1,102 preschool children from Title 1 and non-Title 1 schools participated.
- Children were assessed at the beginning and mid-year of preschool.
- Risk status was determined based on language, print knowledge, and phonological awareness scores.
Main Results:
- Children's risk status in literacy domains was found to be relatively stable across the preschool year.
- Early literacy skill level at the beginning of preschool was the strongest predictor of later risk status.
- Prevalence rates for stable (always at risk) and transient (only at risk at Time 1 or Time 2) risk were calculated.
Conclusions:
- Early identification of children with stable risk status is feasible.
- Children identified as persistently at-risk may benefit from early, targeted instructional support.
- A response-to-instruction framework can guide the provision of early intervention services.
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