Predicting, Explaining, and Preventing Children's Reading Difficulties

By P. McCardle, H. Scarborough, H. Catts. 2001

314 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5acd3ef9f83946bcb2befcccaf1debcb154db1c6

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children (2003, background): “One theory is that such children have a core deficit localized to phonemic awareness and this deficiency is modularized so that skills in other language areas are not able to compensate (as reviewed by McCardle et al., 2001; Siegel, 1998; Stanovich, 1988; Stanovich & Siegel, 1994).”
Telling Stories and Making Books: Evidence for an Intervention to Help Parents in Migrant Head Start Families Support Their Children's Language and Literacy (2010, background): “Children’s language development is an important predictor of school success in general (Dickinson & Tabors, 2001; McCardle et al., 2001; NICHD Early Child Care Research Network, 2002; Snow et al., 1998) and emergent literacy and reading success in particular (Poe, Burchinal, & Roberts, 2004;…”
Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties (2008, background): “alphabetic knowledge, phonological awareness, print concepts, oral language ability) have been found to either over-predict or under-predict risk status, with estimates of false positives ranging from 20% to 60% and estimates of false negatives ranging from 10% to 60% (Badian, 1994; Catts, 1991; Fel”
Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students with Learning Disabilities: The Quality of Evidence (2011, background): “Becoming a skilled reader requires both the ability to recognize words (i.e., focusing on such skills as phonological awareness, the alphabetic principle, decoding, and fluency) and the ability to comprehend text (McCardle et al., 2001).”