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Early prediction of reading failure

Early prediction of reading failure VOL. XVI BULLETIN OF THE ORTON SOCIETY 1966 PART I ARTICLES EARLY PREDICTION OF READING FAILURE * ** ~ by Katrina de Hirsch, F.C.S.T., Jeanette J. Jansky, M.S. and William S. Langford, M.D. Department of Pediatric Psychiatry, Columbia-Presbyterian Medical Center Prediction of reading success or failure has been the objective of a number of both clinical and more formal studies. Among the statistical investigations, some have taken single variables, such as auditory discrimination, visuo-motor competence, anxiety level or self-concept as measured in kindergarten or early first grade, in order to predict reading competence 9-12 months later. A few have constructed a battery of predictive tests -- one of the best was Monroe's. Our own investigation differs from others in three important respects: it explores a far larger section of the child's perceptuo- motor and linguistic organization than do other studies, it predicts spelling and writing in addition to reading achievement, and finally the interval between prediction and outcome is more than twice as long as it is in most other studies. Schools have, of course, informally assessed children's read- iness for years and they have by and large relied on three types of evaluation: on reading-readiness tests, on determination http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Early prediction of reading failure

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References (16)

Publisher
Springer Journals
Copyright
1966 The Orton Society, Inc.
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02928408
Publisher site
See Article on Publisher Site

Abstract

VOL. XVI BULLETIN OF THE ORTON SOCIETY 1966 PART I ARTICLES EARLY PREDICTION OF READING FAILURE * ** ~ by Katrina de Hirsch, F.C.S.T., Jeanette J. Jansky, M.S. and William S. Langford, M.D. Department of Pediatric Psychiatry, Columbia-Presbyterian Medical Center Prediction of reading success or failure has been the objective of a number of both clinical and more formal studies. Among the statistical investigations, some have taken single variables, such as auditory discrimination, visuo-motor competence, anxiety level or self-concept as measured in kindergarten or early first grade, in order to predict reading competence 9-12 months later. A few have constructed a battery of predictive tests -- one of the best was Monroe's. Our own investigation differs from others in three important respects: it explores a far larger section of the child's perceptuo- motor and linguistic organization than do other studies, it predicts spelling and writing in addition to reading achievement, and finally the interval between prediction and outcome is more than twice as long as it is in most other studies. Schools have, of course, informally assessed children's read- iness for years and they have by and large relied on three types of evaluation: on reading-readiness tests, on determination

Journal

Annals of DyslexiaSpringer Journals

Published: Dec 1, 1966

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