Abstract
The present study examined which measures best identify English-speaking French immersion (FI) students at risk of future reading difficulties in French and English. Using reading scores taken in both languages at the end of Grade 1 and beginning of Grade 2, typical and poor reader groups were identified. Measures taken at the beginning of Grade 1 in tasks evaluating phonological abilities in English were used to determine group membership. Predictive discriminant analysis showed that performance on phoneme blending and sound isolation tasks identified poor and typical readers in English, while phoneme blending, sound isolation, and Rapid Naming identified poor and typical readers in French. These results can be used to identify new cases for the purpose of early reading interventions.