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Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking
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van der Sande, Lisa; Hendrickx, Marloes M. H. G.; Boor-Klip, Henrike J.; Mainhard, Tim – Journal of Learning Disabilities, 2018
Although many studies have found that children with learning disabilities (LD) are less liked by peers than children without LD, the results are not unequivocal. In the present study, we investigated the social status (in terms of likeability and popularity) of children with LD by considering peer academic reputation and peer reputation of teacher…
Descriptors: Learning Disabilities, Social Status, Reputation, Peer Relationship
Modeling Polymorphemic Word Recognition: Exploring Differences among Children with Early-Emerging and Late- Emerging Word Reading Difficulty
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Kearns, Devin M.; Steacy, Laura M.; Compton, Donald L.; Gilbert, Jennifer K.; Goodwin, Amanda P.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A. – Journal of Learning Disabilities, 2016
Comprehensive models of derived polymorphemic word recognition skill in developing readers, with an emphasis on children with reading difficulty (RD), have not been developed. The purpose of the present study was to model individual differences in polymorphemic word recognition ability at the item level among 5th-grade children (N = 173)…
Descriptors: Word Recognition, Reading Difficulties, Individual Differences, Grade 5
Differentiating Literacy Growth of ELL Students with LD from Other High-Risk Subgroups and General Education Peers: Evidence from Grades 3-10
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Solari, Emily J.; Petscher, Yaacov; Folsom, Jessica Sidler – Journal of Learning Disabilities, 2014
The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students in Grades 3-10. The authors…
Descriptors: Elementary School Students, Secondary School Students, Learning Disabilities, English Language Learners
Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension
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Gilbert, Jennifer K.; Goodwin, Amanda P.; Compton, Donald L.; Kearns, Devin M. – Journal of Learning Disabilities, 2014
The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students ("N" = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for…
Descriptors: Reading Comprehension, Morphology (Languages), Reading Skills, Reading Difficulties
Growth in Rapid Automatized Naming from Grades K to 8 in Children with Math or Reading Disabilities
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Mazzocco, Michèle M. M.; Grimm, Kevin J. – Journal of Learning Disabilities, 2013
Rapid automatized naming (RAN) is widely used to identify reading disabilities (RD) and has recently been considered a potential predictor of risk for mathematics learning disabilities (MLD). Here we longitudinally examine RAN performance from Grades K to 8, to view how growth on RAN response time differs for children with RD versus MLD. Across…
Descriptors: Naming, Elementary School Students, Reading Difficulties, Mathematics Achievement
Modeling Child-Based Theoretical Reading Constructs with Struggling Adult Readers
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Nanda, Alice O.; Greenberg, Daphne; Morris, Robin – Journal of Learning Disabilities, 2010
This study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults reading between the third-and fifth-grade levels, including 127 men and 153 English speakers of other languages. Using measures of skills…
Descriptors: Adult Literacy, Reading Skills, Reading Difficulties, Factor Analysis