Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation.

By H. Catts, M. Fey, Xuyang Zhang, J. Tomblin. Language, Speech & Hearing Services in Schools, 2001

627 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b9b460fd1bdcee5a0e3398e50709c806d5e04469

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In Clinical Psychology

In Developmental and Educational Psychology

Citations in the corpus

Motor skills, automaticity and developmental dyslexia: A review of the research literature (2004, background): “Similar issues may be evident in the study by Felton and Brown (1990) and Catts et al. (2001) .”
LANGUAGE BASIS OF READING DISABILITIES AND IMPLICATIONS FOR EARLY IDENTIFICATION AND REMEDIATION (2003, background): “For example, in a recent study (Catts et al., 2001), we found that a battery of tests in kindergarten could predict reading status in 2nd grade with approximately 90% accuracy.”
Early prediction of reading comprehension within the simple view framework (2015, background): “Nevertheless, some measures such as expressive vocabulary or sentence repetition may be better predictors than others (Catts et al., 2001; Wood et al., 2005).”
Why is letter-name knowledge such a good predictor of learning to read? (2005, background): “Research on literacy acquisition spanning several decades has consistently found LNK to be a powerful preschool predictor of learning to read, sometimes even the best single predictor (Bond & Dykstra, 1967; Bruck, Genesee, & Caravolas, 1997; Caravolas, Hulme, & Snowling, 2001; Catts, Fey, Zhang, & ”
Using a Brief Preschool Early Numeracy Skills Screener to Identify Young Children With Mathematics Difficulties (2015, methodology): “Ultimately, a two-stage screening process that combines an initial static screening and a subsequent progress-monitoring approach may be the best method for truly identifying those children at risk of later difficulties (Catts et al., 2001; Gilbert et al., 2012); however, for early mathematics, this”
A longitudinal analysis of English language learners’ word decoding and reading comprehension (2007, background): “The graphical representation of the final model for reading comprehension (see Fig. 3) coincided with past research showing the longitudinal association between phonological awareness, RAN, and oral language and reading comprehension ( Catts et al., 2001; Scarborough, 1998b).”