Screening early reading skills in preschool children: Get ready to read

Victoria J. Molfese, Dennis L. Molfese, Arlene T. Modglin, Jennifer Walker, Jessica Neamon

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

This study examined a new screening tool (Get Ready to Read) for assessing early reading skills in 73 three-year-old and 79 four-year-old children from low-income families and relating performance to more extensive assessments of phonological sensitivity and language skills (vocabulary and print knowledge) that have been found to be related to the development of reading skills. GRTR scores correlate with scores on the cognitive assessments, with vocabulary skills most strongly related to per formance. Phonological sensitivity accounted for less variance than vocabulary, but both were stronger predictors than environmental print. GRTR is one option for early childhood educators seeking to identify a developmentally appropriate assessment tool to screen preschool children's progress in acquiring reading-related skills. Further research linking GRTR performance with later reading skills is needed.

Original languageEnglish (US)
Pages (from-to)136-150
Number of pages15
JournalJournal of Psychoeducational Assessment
Volume22
Issue number2
DOIs
StatePublished - Jun 2004

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Preschool Children
preschool child
Vocabulary
Reading
vocabulary
performance
low income
Language
childhood
educator
language
Research

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • Psychology(all)

Cite this

Screening early reading skills in preschool children : Get ready to read. / Molfese, Victoria J.; Molfese, Dennis L.; Modglin, Arlene T.; Walker, Jennifer; Neamon, Jessica.

In: Journal of Psychoeducational Assessment, Vol. 22, No. 2, 06.2004, p. 136-150.

Research output: Contribution to journalArticle

Molfese, Victoria J. ; Molfese, Dennis L. ; Modglin, Arlene T. ; Walker, Jennifer ; Neamon, Jessica. / Screening early reading skills in preschool children : Get ready to read. In: Journal of Psychoeducational Assessment. 2004 ; Vol. 22, No. 2. pp. 136-150.
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