In Badian, N. (Ed.). (2000). Prediction and Prevention of Reading Difficulties, 2nd ed., Timonium, MD: York Press.

The long-range implications of a screening process to identify "at-risk" beginning readers at the end of kindergarten were examined. Tasks on the screen sampled competencies across the logographic and early alphabetic phases of the hierarchical model of reading acquisition proposed by Frith and refined by Ehri. Seventy-one students, ranked in the lower 50% of their classes by teachers or targeted by a sentence dictation task, were tested. Factor analysis with the promax rotation showed elements of the screen loaded on three factors. Regression analyses revealed letter/sound knowledge (13 consonants) to be the best predictor of the grade 1 spelling and dictation tasks as well as word reading and comprehension (grades 1 and 2) and spelling (grades 2 and 3) on norm-referenced state tests of educational progress. Tests to examine differences among students who were, generally, more vs. less successful on the screen yielded clear achievement distinctions through grade 3. Implications for use of an abbreviated screen to identify as well as focus intervention for "at-risk" beginning readers are discussed.