Iver A. Iversen

TL;DR: The ability to recognize letters and numbers in kindergarten has been demonstrated to be a better predictor of end-of-first-grade reading skills than other accepted readiness skills or IQ as discussed by the authors.

TL;DR: In this article, four groups of third grade children were exposed to different remedial reading methods for one year, and a six-month follow-up indicated that the improvement in tested reading was transitory.

TL;DR: A study of the learning of letter and number names prior to the onset of formal instruction in kindergarten indicated that there are sex differences not only in the rate of learning but in the components of learning as discussed by the authors.

TL;DR: A classification model recognizing that reading expectation should be functionally related to a general measure of academic potential is proposed and employed to develop the method, which can be used with continuous or grouped IQ data.

TL;DR: In most school systems the teacher seeks to supplement subjective assessment with objective tests of the child's reading readiness as discussed by the authors, but these tests are given because it is assumed that there is a direct