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Early identification of children with reading disabilities
This is a current project.
Description
The purpose of this project is to compare three types of measurement approaches for accurately and efficiently identifying kindergartners with reading disabilities. Early identification of children with reading disabilities maximizes the opportunity to provide intensive reading interventions, improve reading achievement, prevent academic failure in later grades, and reduce inappropriate identification for special education services.
Three measurement approaches are commonly used to identify children with reading disabilities: static assessemnt, dynamic assesment and progress monitoring. Each approach, in isolation, holds promise for identifying children with reading disabilities. However, a combination of these approaches may more accurately and efficiently predict reading disabilities. This research aims to determine which combination of approaches is most efficient and accurate for identifying kindergarteners with reading disabilities.
Project Administration
Hugh W. Catts, principal investigator
Project Contact
Hugh W. Catts, Ph.D.
Professor & Chair
Department of Speech-Language-Hearing: Sciences and Disorders
The University of Kansas
3001 Dole Center
1000 Sunnyside Avenue
Lawrence, KS 66045-7555
catts@ku.edu
(785)864-0630
fax: (785)864-3974
This is a project of:
Speech-Language-Hearing: Sciences & Disorders (SPLH)
In collaboration with:
Funded by:
Department of Education, Institute of Education Sciences
Send corrections/comments/questions to lifespan@ku.edu
