Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Classification | 1 |
| Elementary Education | 1 |
| Evaluation Methods | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Listening Comprehension | 1 |
| Longitudinal Studies | 1 |
| Reading Difficulties | 1 |
| Reading Fluency | 1 |
| Sight Vocabulary | 1 |
| More ▼ | |
Source
| Learning and Individual… | 1 |
Author
| Compton, Donald L. | 1 |
| Elleman, Amy M. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Gilbert, Jennifer K. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkCompton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K. – Learning and Individual Differences, 2008
The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Descriptors: Listening Comprehension, Reading Fluency, Sight Vocabulary, Word Recognition
