Stability of Risk Status During Preschool

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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
PubMed

Insights

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.

Keywords:
learning disabilitiespreschoolresponse to interventionrisk

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