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Journal of Learning Disabilities
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Predictive Validity of the Get Ready to Read! Screener

Concurrent and Long-Term Relations With Reading-Related Skills

Beth M. Phillips

Florida State University

Christopher J. Lonigan

Florida State University

Marcy A. Wyatt

Florida State University

This study examined concurrent and longitudinal relations for the Get Ready to Read! (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse socioeconomic backgrounds. Subgroups were reassessed at 6 months and 16 and 37 months later. Results indicate strong relations between the GRTR and the literacy and language assessments. Long-term follow-up indicated that the screener was significantly related to some reading-related measures, including decoding skills. These results support the utility of the GRTR as a brief, valid measure of children's emergent literacy skills. The GRTR holds promise as a tool useful for educators, parents, and others in regular contact with preschool children to help determine those who may be at risk for later reading difficulties and could benefit from intervention and focused instruction in emergent literacy.

Key Words: preschool age • identification • assessment • early literacy • reading

This version was published on March 1, 2009

Journal of Learning Disabilities, Vol. 42, No. 2, 133-147 (2009)
DOI: 10.1177/0022219408326209
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