PREDICTING READING PERFORMANCE USING THE SLINGERLAND PROCEDURES

The purpose in this study was to examine predictive relationships betw een the Slingerland Pre-Reading Screening Procedures and performance o n measures of word recognition and reading comprehension. Longitudinal data were collected on 104 children administered the Slingerland Proc edures in kindergarten and the Stanford Achievement Test at first, thi rd, and fifth grades. Outcome measures included achievement subtests, Word Study Skills, Reading Comprehension, Reading and Listening Total. Significant relationships were found between Slingerland measures and reading outcomes. However, prediction varied across grades and accord ing to the measure of reading used. Listening contributed to reading c omprehension but not to word recognition, and visual skills influenced early but not later reading performance. Gender and socioeconomic sta tus influenced the strength associations.