This book is a preliminary report, after the initial three years, of a longitudinal study to predict reading, writing, and spelling success. Thirty-seven measures of a wide range of perceptual, motor, and linguistic functioning were given a group of regular urban kindergarteners and a group of prematurely born children of kindergarten age. These same children were retested as second-graders on measures of reading, spelling, and writing skill and achievement. Data analysis yields statistical statements of the relative predictive values of the initial 37 tests in terms of the three criteria.
Useful information is provided on a number of variables of perception, sensory modality, and linguistic performance as they are related to reading. The basic approach is diagnostic, not remedial, the purpose being to establish a system for identifying children at kindergarten age who have a high risk of being poor readers later.
Psychiatrists, psychologists, and