Assessment and Early Instruction of Preschool Children at Risk for Reading Disability.

By Barbara Anne Hindson, Brian Byrne, Ruth Fielding-barnsley, C. Newman, D. Hine, D. Shankweiler. 2005

150 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/cce838547a606995df0aea162a8f3aa219f6c069

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In Developmental and Educational Psychology

Citations in the corpus

Genetic and environmental influences on early literacy (2006, background): “More directly, there is evidence that early and focused intervention for potential reading disorders in children with family histories of dyslexia can lead to grade-level performance in the early school years ( Hindson et al., in press ).”
Longitudinal twin study of early literacy development: Preschool through Grade 1 (2006, background): “…it is clear that intensive and well-designed classroom and preschool interventions can make a difference for struggling readers (Elbro & Petersen, 2004; Hindson et al., 2005) and thus the absence of shared environment effects in the present data does not mean that schools cannot make a difference.”
Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report (2009, background): “94 Torgesen (2000;2005) defines non-responsiveness as reading scores falling below the 30th percentile (a standard score of 92) 95 Nelson, Benner & Gonzalez (2003) 96 Hindson et al. (2005) report evidence that preschool children with a family risk of dyslexia required more sustained teaching of phon”
An experimental study evaluating professional development activities within a state funded pre-kindergarten program (2011, unknown): “... intervention studies demonstrates that there is a long lasting positive influence of quality early childhood education (Campbell, Ramey, Pungello, Sparling, & Miller-Johnson, 2002; Reynolds, Ou, & Topitzes, 2004; Schweinhart, Barnes, & Weikart, 1993) and results from a number of recent studies p”
Effects of an Embedded Phonological Awareness Intervention During Repeated Book Reading on Preschool Children With Language Delays (2008, background): “…awareness intervention should follow a “developmental course,” learning to manipulate larger elements (i.e., syllables, words that rhyme, and beginning sound awareness) before manipulating smaller units (i.e., onsets and rimes and phonemes) (e.g., Hindson et al., 2005; Schuele & Boudreau, 2008).”
An Evolutionarily Informed Education Science (2008, background): “…and sources of individual differences in ease of learning to read provides support for the prediction that many core reading competencies are dependent on language systems (e.g., Bradley & Bryant, 1983; Hindson et al., 2005; Mann, 1984; Stevens, Slavin, & Farnish, 1991; Wagner & Torgesen, 1987).”