Early Identification of Reading Disabilities Within an RTI Framework

Hugh W. Catts, Diane Corcoran Nielsen, Mindy Sittner Bridges, Yi Syuan Liu, Daniel E. Bontempo

Research output: Contribution to journalArticlepeer-review

79 Scopus citations


Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress-monitoring probes across the school year. A subset of children who showed initial risk for RD also received a 26-week Tier 2 intervention. Participants’ achievement in word reading accuracy and/or fluency was assessed at the end of first grade. Results indicated that a screening battery containing measures of letter naming fluency, phonological awareness, rapid naming, or nonword repetition accurately identified good and poor readers at the end of first grade. Findings also showed that children’s response to supplemental and/or classroom instruction measured in terms of growth in letter naming fluency added significantly to the prediction of reading outcomes.

Original languageEnglish
Pages (from-to)281-297
Number of pages17
JournalJournal of Learning Disabilities
Issue number3
StatePublished - May 9 2015


  • early identification
  • reading disabilities
  • response to intervention


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