%0 Journal Article
%T Stability of Risk Status During Preschool
%A Beth M. Phillips
%A Christopher J. Lonigan
%A Trelani F. Milburn
%J Journal of Learning Disabilities
%@ 1538-4780
%D 2019
%R 10.1177/0022219418789373
%X The current study investigated the stability of childrenĄ¯s risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools (n = 631) and non-Title 1 schools (n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered at the beginning of preschool (Time 1) and midyear (Time 2), children were classified as at-risk or not at each time point. Prevalence rates were determined for four categories of risk status: (1) always at risk, (2) only at risk at Time 1, (3) never at risk, and (4) only at risk at Time 2. Univariate and multivariate analyses indicated that the best predictor of childrenĄ¯s risk status was their level of skill in the respective literacy domain at the beginning of preschool. These results suggest that children with stable risk can be identified early and may benefit from the early provision of extra instructional support within a response-to-instruction framework
%K risk
%K learning disabilities
%K preschool
%K response to intervention
%U https://journals.sagepub.com/doi/full/10.1177/0022219418789373