Parents are often the first to notice that their children are struggling with reading. The present study was conducted to determine if parents could predict reading failure in their children prior to kindergarten. Children were assigned to an at-risk or not-at-risk group based on their performance on phonological processing, letter knowledge, reading, and spelling tasks. Parents completed a questionnaire without knowledge of their children's performance. Results indicated that parents' responses predicted their children's performance. This presentation discusses those findings.
ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
ASSESSMENT: Recognize the critical roles of parents and early educators in the recognition of early signs of language learning difficulties in young children and identify potential strategies and approaches to respond.
Disclosure: David Hurford and Cody J. Lindbloom have no relevant financial or nonfinancial relationships to disclose.
Professor and Chair, Director of Center for READing,
Pittsburg State University
Center for READing, Pittsburg State University
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