TITLE

Early Identification of Children with Learning Disabilities

AUTHOR(S)
Haring, Norris G.; Ridgway, Robert W.
PUB. DATE
February 1967
SOURCE
Exceptional Children;Feb1967, Vol. 33 Issue 6, p387
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Forty-eight kindergarten classes including over 1,200 children were screened for potential learning disorders. Kindergarten teachers used objective observations of the children's performance on gross muscle coordination, verbal fluency, speech development, auditory memory, auditory discrimination, visual memory, visual discrimination, visual motor performance, directionality, and laterality. Final selection of 106 children included in the study was done by psychological and psycholinguistic individual and group tests. Two analyses of the data were made: a correlation analysis and a principle components analysis. Test profiles indicated that the teachers' observations were useful in the selection of children with developmental retardation. Differences in rate and accuracy of performance were masked when performance scores were treated as a group. The identifiable commonality among the thirty-one variables was general language, which accounted for 20.1 percent of the variance of the scores.
ACCESSION #
19692882

 

Related Articles

  • Language Training: A Form of Ability Training. Frostig, Marianne; Maslow, Phyllis // Journal of Learning Disabilities;Feb1968, Vol. 1 Issue 2, p105 

    Lags, or a slowing of the different stages of development, have proven major factors in learning disabilities. Aiding the maturing process necessitates a finely tuned and delicately balanced program wherein everyone —child, teacher, doctor, psychologist and parent—arrive at the...

  • Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities: Evidence for the Role of Kindergarten and First-Grade Interventions. Vellutino, Frank R.; Scanlon, Donna M.; Small, Sheila; Fanuele, Diane P. // Journal of Learning Disabilities;Mar/Apr2006, Vol. 39 Issue 2, p157 

    Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home...

  • The implications of young children's digital-consumerist play for changing the kindergarten curriculum. Nuttall, J.; Edwards, S.; Lee, S.; Wood, E.; Mantilla, A. // Cultural-Historical Psychology;2013, Issue 2, p54 

    Cultural-historical theory makes claims about the place of play in children's development and its relationship to epoch-typical forms of development. This paper reports from a study that is attempting to understand the changing developmental context for young children in digital-consumerist...

  • DARŽELIO, Å EIMOS IR MOKYKLOS PEDAGOGINIO BENDRADARBIAVIMO POVEIKIS PRIEÅ MOKYKLINIO AMŽIAUS VAIKŲ SVEIKATOS ŽINIŲ PLÄ–TRAI. Birontienė, Zina // Bridges / Tiltai;2011, Vol. 56 Issue 3, p309 

    It is possible to reach the aim of preschool education - to prepare a child for successful training at school - by developing a healthy, creative, active child, ensuring harmonious development of natural strengths. Harmonious collaboration between family, kindergarten and school is very...

  • Early Identification of Children with High Risk of Reading Failure. Feshbach, Seymour; Adelman, Howard; Fuller, Williamson W. // Journal of Learning Disabilities;Dec1974, Vol. 7 Issue 10, p639 

    Two alternative models for identifying kindergarten age children with a high risk of becoming reading failures are compared. One model places primary emphasis on psychometric test procedures assessing linguistic and perceptual-motor skills related to reading readiness. The alternative strategy...

  • The Vane Kindergarten Test as a Predictor of First Grade Achievement. McKnab, Paul A.; Fine, Marvin J. // Journal of Learning Disabilities;Oct1972, Vol. 5 Issue 8, p503 

    If children with potential learning difficulties could be identified at an early age, they could be placed in an appropriate developmental or remedial program which could help prevent some serious problems and academic failures in later grades. But while the early identification of children with...

  • Early Intervention Services for Very Young Children and Their Families Under P.L. 99-457. Rounds, Kathleen A. // Child & Adolescent Social Work Journal;Dec91, Vol. 8 Issue 6, p489 

    This article addresses early intervention services for children, birth to kindergarten age, who experience developmental deficits and delays that may later be identified as learning disabilities. P.L. 99-457 is briefly reviewed with a focus on elements that emphasize family-centered practice....

  • Longitudinal Prediction and Prevention of Early Reading Difficulty. Mann, Virginia A. // Annals of Dyslexia;1984, Vol. 34, p117 

    The results of many studies suggest that early reading problems are associated with deficiencies in certain spoken language skills. Children who encounter reading difficulty tend to be deficient in the perception of spoken words, the ability to retain linguistic material in temporary memory, and...

  • WHAT SCHOOLS ARE DOING. Wagner, Guy // Education;Oct1959, Vol. 80 Issue 2, p124 

    The article focuses on principles and beliefs that are threading throughout most of the kindergarten curriculum guides in the U.S. in 1959. Instruction is an integral part of the kindergarten school program. The kindergarten level is a readiness period wherein children are being prepared for the...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics