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Lynn S. Fuchs; Douglas Fuchs; Eunsoo Cho; Marcia A. Barnes; Tuire Koponen; Daniel R. Espinas – Journal of Learning Disabilities, 2025
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 U.S. children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes…
Descriptors: Reading Skills, Mathematics Skills, Comorbidity, Reading Difficulties
Taboada Barber, Ana; Klauda, Susan Lutz; Wang, Weimeng; Cartwright, Kelly B.; Cutting, Laurie E. – Journal of Learning Disabilities, 2022
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated…
Descriptors: Bilingualism, Reading Comprehension, Reading Difficulties, Comparative Analysis
Graham, Steve; Hebert, Michael; Fishman, Evan; Ray, Amber B.; Rouse, Amy Gillespie – Journal of Learning Disabilities, 2020
In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age (k = 39 studies) and (b) typically developing younger peers with similar language capabilities (k = six…
Descriptors: Writing Difficulties, Language Impairments, Learning Disabilities, Writing Skills
Ludwig, Caralyn; Guo, Kan; Georgiou, George K. – Journal of Learning Disabilities, 2019
Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs' reading skills and what factors may influence…
Descriptors: Intervention, English (Second Language), Second Language Learning, Second Language Instruction
Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie; Wanzek, Jeanne – Journal of Learning Disabilities, 2018
We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. "Text writing fluency" was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We…
Descriptors: Grade 2, Grade 3, Elementary School Students, Case Studies
Chirkina, Galina V.; Grigorenko, Elena L. – Journal of Learning Disabilities, 2014
The earliest hypothesis concerning the phonetic-phonological roots of reading and writing learning disabilities is usually attributed to Boder in the U.S. literature. Yet by following a trail of references to work in psychology and education conducted some 30 years earlier in the USSR, we find the seeds of this idea already well established in the…
Descriptors: Learning Disabilities, Special Education, Intellectual History, Citation Analysis
Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement
Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
Berninger, Virginia W.; May, Maggie O'Malley – Journal of Learning Disabilities, 2011
Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic…
Descriptors: Letters (Correspondence), Written Language, Oral Language, Learning Disabilities
Adlof, Suzanne M.; Catts, Hugh W.; Lee, Jaehoon – Journal of Learning Disabilities, 2010
Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine…
Descriptors: Reading Comprehension, Reading Difficulties, Alphabets, Reading Achievement
Simos, Panagiotis G.; Fletcher, Jack M.; Sarkari, Shirin; Billingsley-Marshall, Rebecca; Denton, Carolyn A.; Papanicolaou, Andrew C. – Journal of Learning Disabilities, 2007
Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the…
Descriptors: Reading Difficulties, Intervention, Reading Fluency, Decoding (Reading)

Gregg, Noel; Mather, Nancy – Journal of Learning Disabilities, 2002
This article reviews the varied components of written language, suggest informal means for written language assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.…
Descriptors: Elementary Secondary Education, Evaluation Methods, Informal Assessment, Learning Disabilities

Goldstein, Barbara Comoe; And Others – Journal of Learning Disabilities, 1993
This study investigated the relationship between reading comprehension and oral storytelling abilities in 31 Latino junior high school students with learning handicaps. Although comparison of the standard scoring protocol and reading comprehension revealed no relationship, a significant correlation was found between story structure analysis and…
Descriptors: Hispanic Americans, Junior High Schools, Language Handicaps, Learning Problems

Ganschow, Leonore; And Others – Journal of Learning Disabilities, 1991
This comparison of 15 successful and 15 unsuccessful college foreign-language learners found significant intergroup differences in performance on the Modern Language Aptitude Test, tests of written and oral language in the syntactic and phonological domains, and math calculation. Results suggest that students with foreign language learning…
Descriptors: College Students, English, Handicap Identification, Higher Education
Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G.; Cirino, Paul T.; Carlson, Coleen D.; Pollard-Durodola, Sharolyn D.; Cardenas-Hagan, Elsa; Francis, David J. – Journal of Learning Disabilities, 2006
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within…
Descriptors: Second Language Learning, Reading Difficulties, Reading Skills, Language of Instruction