{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T07:51:25Z","timestamp":1790149885073,"version":"4.0.1"},"reference-count":48,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2009,10,12]],"date-time":"2009-10-12T00:00:00Z","timestamp":1255305600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2010,1]]},"abstract":"<jats:p>Emergent literacy skills are predictive of children\u2019s early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Receiver operating characteristic curve analyses revealed that, at optimal cut scores, GRTR-R provided more accurate classification of children\u2019s overall emergent literacy skills than did IGDIs. However, neither measure was particularly good at classifying specific emergent literacy skills.<\/jats:p>","DOI":"10.1177\/0022219409345007","type":"journal-article","created":{"date-parts":[[2009,10,12]],"date-time":"2009-10-12T21:30:57Z","timestamp":1255383057000},"page":"62-76","source":"Crossref","is-referenced-by-count":58,"title":["Identifying Preschool Children at Risk of Later Reading Difficulties: Evaluation of Two Emergent Literacy Screening Tools"],"prefix":"10.1177","volume":"43","author":[{"given":"Shauna B.","family":"Wilson","sequence":"first","affiliation":[{"name":"Florida State University, Tallahassee, FL, USA,"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Christopher J.","family":"Lonigan","sequence":"additional","affiliation":[{"name":"Florida State University, Tallahassee, FL, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2009,10,12]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1990.tb00844.x"},{"key":"atypb2","doi-asserted-by":"crossref","DOI":"10.4159\/9780674029354","volume-title":"The reading crisis: Why poor children fall behind","author":"Chall, J.S.","year":"1990"},{"key":"atypb3","volume-title":"Technical report for the Texas Primary Reading Inventory (1998 ed.)","author":"Foorman, B.R.","year":"1998"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2006.05.005"},{"key":"atypb5","volume-title":"Dynamic Indicators of Basic Early Literacy Skills (DIBELS)","author":"Good, R. 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( 2008a). Identification of children\u2019s skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing early literacy: Report of the National Early Literacy Panel (pp. 55-106). Washington, DC: National Institute for Literacy."},{"key":"atypb15","unstructured":"Lonigan, C.J., Schatschnieder, C. & Westberg, L. ( 2008b). Impact of code-focused interventions on young children\u2019s early literacy skills. In Developing early literacy: Report of the National Early Literacy Panel (pp. 107-151). Washington, DC: National Institute for Literacy."},{"key":"atypb16","unstructured":"Lonigan, C.J., Shannahan, T. & Cunningham, A. (2008). Impact of shared-reading interventions on young children\u2019s early literacy skills. In Developing early literacy: Report of the National Early Literacy Panel (pp. 153-171). 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