Early identification of children who are at risk of developing specific reading disability has long been regarded as being crucial for successful remediation (Snow, Burns and Griffin, 1998). However, such identification must lead to immediate intervention if there is to be any benefit for the child. In addition, the intervention should be directly related to the weaknesses identified, well-grounded in theory, effective and easy to administer. The focus of the current study is on identifying children at-risk before the first years of formal schooling. The reasoning behind this is that such children are very capable of overcoming their disadvantages before formal schooling, with the assistance of their families (Fielding-Barnsley, 2000; Jordan, Snow and Porche, 2000). The intervention in this study was based on a method developed by Arnold and Whitehurst (1994), and Whitehurst, Arnold, Epstein, Angell, Smith and Fischel (1994) known as dialogic reading. Dialogic reading involves families reading with their children rather than to their children
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