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Justice, Laura M.; Ahn, Woo-Young; Logan, Jessica A. R. – Journal of Learning Disabilities, 2019
In this study, we identified child- and family-level characteristics most strongly associated with clinical identification of language disorder for preschool-aged children. We used machine learning to identify variables that best classified children receiving therapy for language disorder among a sample of 483 3- to 5-year-old children (54%…
Descriptors: Language Impairments, Disability Identification, Clinical Diagnosis, Preschool Children
Milburn, Trelani F.; Lonigan, Christopher J.; Phillips, Beth M. – Journal of Learning Disabilities, 2019
The current study investigated the stability of children's risk status across the preschool year. A total of 1,102 preschool children attending Title 1 schools (n = 631) and non-Title 1 schools (n = 471) participated in this study. Using averaged standard scores for two measures of language, print knowledge, and phonological awareness administered…
Descriptors: Preschool Children, Phonological Awareness, At Risk Students, Disadvantaged Schools
Beach, Kristen D.; O'Connor, Rollanda E. – Journal of Learning Disabilities, 2015
We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors…
Descriptors: Response to Intervention, Reading Difficulties, Predictor Variables, Criteria
Frijters, Jan C.; Lovett, Maureen W.; Steinbach, Karen A.; Wolf, Maryanne; Sevcik, Rose A.; Morris, Robin D. – Journal of Learning Disabilities, 2011
This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the…
Descriptors: Reading Difficulties, Intelligence Quotient, Intervention, Phonology
Sideridis, Georgios D.; Morgan, Paul L.; Botsas, George; Padeliadu, Susana; Fuchs, Douglas – Journal of Learning Disabilities, 2006
We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at…
Descriptors: Psychopathology, Motivation, Self Efficacy, Metacognition
Vukovic, Rose K.; Siegel, Linda S. – Journal of Learning Disabilities, 2006
The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this…
Descriptors: Dyslexia, Reading Difficulties, Phonology, Reading Rate

Christopher, James D.; And Others – Journal of Learning Disabilities, 1989
Psychoeducational assessment variables for 119 referred high-school students were subjected to discriminant function analysis. Variables predictive of learning-disability classification were spelling, intelligence quotient, and the interview question, "Do you think going into a special class/program would help you?." (MSE)
Descriptors: Classification, Educational Diagnosis, High Schools, Intelligence Quotient

Aaron, P. G.; Joshi, Malatesha; Williams, Kathryn A. – Journal of Learning Disabilities, 1999
Four studies examined reading disabilities in elementary school children from the perspective of componential skills of reading. A principal-components analysis of the performance of 139 children on reading-related tasks yielded two factors: decoding and comprehension. Factor analyses indicated that orthographic skills and processing speed could…
Descriptors: Classification, Decoding (Reading), Elementary Education, Factor Analysis