Predicting Reading Failure:

Abstract

Early identification of potentially high risk children in the area of reading achievement was investigated by following a group of 725 children from kindergarten through the second grade. End-of-kindergarten predictive measures were the Metropolitan Readiness Test, the Bender-Gestalt and the Slosson Intelligence Test; followup measures were reading levels completed at the end of first and second grade. Significant correlations were found between placement in one of six diagnostic categories and end of first and end of second grade reading levels (r = .99, p<.001). Findings support the use of this battery as a means of initial screening and determining program placement and planning for children entering formal school programs.