Volume 24, Issue 3 (1995)
Early Identification of Phonological Deficits in Kindergarten and Early Elementary Children at Risk for Reading Disability
Rebecca H. Felton, Pamela P. Pepper
Abstract: Current studies predicting risk for reading disability are reviewed. Such studies indicate that children at risk for reading failure can be identified early in their school career. Measures of phonological skills are useful components of prediction batteries but other factors should be considered also. Tools for early identification are described and procedures and methods for intervention are discussed.
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