Longitudinal prediction and prevention of early reading difficulty |
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Authors: | Virginia A Mann |
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Institution: | (1) Bryn Mawr College, Bryn Mawr, Pennsylvania;(2) Haskins Laboratories, Inc., New Haven, Connecticut |
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Abstract: | The results of many studies suggest that early reading problems are associated with deficiencies in certain spoken language
skills. Children who encounter reading difficulty tend to be deficient in the perception of spoken words, the ability to retain
linguistic material in temporary memory, and the ability to comprehend certain spoken sentences, as well as in their awareness
about the phonological structure of spoken words. This paper summarizes these findings and provides an explanation in terms
of the requirements of skilled reading. It further reviews the results of two longitudinal studies which show that inferior
performance in kindergarten tests of language skills may presage future reading problems in the first grade. Based on these
studies, procedures are suggested for kindergarten screening and for some ways of aiding children who, by virtue of inferior
performance on the screening tests, might be considered at risk for early reading difficulties.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983.
This paper was prepared while the author was a Fulbright Fellow at the Research Institute of Logopedics and Phoniatrics at
the University of Tokyo, Tokyo, Japan. Much of the research herein described was supported by NICHD Grant HD-01994 and BRS
Grant 05596 to Haskins Laboratories, Inc. |
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Keywords: | |
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