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Peer reviewedFlowers, Lynn; Meyer, Marianne; Lovato, James; Felton, Rebecca; Wood, Frank – Annals of Dyslexia, 2001
A study employed mixed effects regression growth curve analysis to assess the developmental course of discrepant (n=51) and nondiscrepant (n=89) poor readers identified in third grade and retested in fifth, eight, and twelfth grades. Discrepancy status did not differentiate the developmental course of basic reading skills or reading comprehension.…
Descriptors: Child Development, Cognitive Development, Disability Identification, Early Identification
