Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation

Purpose: Speech-language pathologists have the skills and knowledge needed to play:an important role, in the early identification Of children who are at risk for reading difficulties.: Whereas research ha identified language and other: factors that may:be predictive of future reading problems, studi es have not provided the statistical models and classification data needed for the implementation of early identification programs in this paper, we r eport the results of a longitudinal;study that examined kindergarten predic tors of second-grade reading outcome. Method: Six hundred and Four children were given a battery of language, ear ly:literacy,: and nonverbal cognitive measures in kindergarten: as part of an epidemiologic study of language impairments in children.:follow-up testi ng of reading;achievement was completed in second grade. Participants were divided into hose children with and without reading : difficulties Results Findings indicated that five kindergarten: variables (letter identi fication sentence imitation phonological awareness, rapid naming, and mothe r's education) uniquely predicted reading outcome in second grade: Clinical Implications: A logistic regression-formula and classification dat a based on these results are provided.. Suggestions are offered concerning how this information could be used In an early identification and:intervent ion program for children who are at risk for: reading difficulties.