A key theoretical and clinical issue is how to identify children at risk for academic difficulties. Early identification is critical for early prevention practices. Based on the two large samples (Hebrew and Arabic) we examined, what are the strongest predictors of academic achievements and difficulties.

For example- The relationship between language difficulties and future word reading difficulties in Semitic languages:

In both Arabic and Hebrew samples, phonological awareness, morphological awareness, orthographic knowledge, and vocabulary/lexicon were the strongest predictors of future reading difficulties in G1. Moreover, subtypes of children with language difficulties in kindergarten overlapped with reading profiles in the first grade.