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Peterson, Robin L.; McGrath, Lauren M.; Willcutt, Erik G.; Keenan, Janice M.; Olson, Richard K.; Pennington, Bruce F. – Journal of Learning Disabilities, 2021
Despite historical emphasis on "specific" learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic "g"), as well as variance unique to…
Descriptors: Learning Disabilities, Elementary School Students, Secondary School Students, Clinical Diagnosis
O'Connor, Rollanda E. – Journal of Learning Disabilities, 2018
The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…
Descriptors: Reading Fluency, Reading Difficulties, Reading Rate, Reading Comprehension
Coleman, Chris; Lindstrom, Jennifer; Nelson, Jason; Lindstrom, William; Gregg, K. Noel – Journal of Learning Disabilities, 2010
The comprehension section of the "Nelson-Denny Reading Test" (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk…
Descriptors: Reading Comprehension, Reading Difficulties, Reading Tests, Content Validity

Burke, Suzanne M.; And Others – Journal of Learning Disabilities, 1982
On all three tests, learning disabled children scored lower than control children. Also, the effect of removing dialect miscues as errors caused an overall increase in reading scores on all three tests. (Author/SB)
Descriptors: Black Dialects, Elementary Education, Learning Disabilities, Oral Reading