Identifying preschool children at risk of later reading difficulties: Evaluation of two emergent literacy screening tools

Author(s): Wilson, Shauna B.; Lonigan, Christopher J.;
Date Issued: January/February 2010
Description: A study of the predictive validity of the Revised Get Ready to Read and the Individual Growth and Development Indicators screening tests with 176 preschool children in 21 preschools in North Florida
show entire record ↓
Funder(s): Institute of Education Sciences (U.S.) ; National Institute of Child Health and Human Development (U.S.)
Journal Title: Journal of Learning Disabilities
Volume Number: 43
Issue Number: 1
Page Range: 62-76
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Research & Evaluation Methods > Measures
Country: United States
States: FLORIDA
ISSN: 1538-4780 Electronic
0022-2194 Paper
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Test of Preschool Early Literacy Instruments
Get Ready to Read! Screening Tool Instruments


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Screening early reading skills in preschool children: Get Ready to Read Reports & Papers
Mental health screening of preschool children: Validity and reliability of ABLE Reports & Papers
Predicting kindergarteners' response to early reading intervention: An examination of progress-monitoring measures Reports & Papers
The predictive utility of kindergarten screening for math difficulty Reports & Papers
Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate