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Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties? A Longitudinal Study from Kindergarten through Grade 1
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Gellert, Anna S.; Elbro, Carsten – Journal of Learning Disabilities, 2017
A few studies have indicated that dynamic measures of phonological awareness may contribute uniquely to the prediction of early reading development. However, standard control measures have been few and limited by floor effects, thus limiting their predictive value. The purpose of the present study was to examine the predictive value of a dynamic…
Descriptors: Reading Difficulties, Early Reading, Phonological Awareness, Longitudinal Studies
Prediction and Stability of Reading Problems in Middle Childhood
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Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L. – Journal of Learning Disabilities, 2015
The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…
Descriptors: Prediction, Reading Difficulties, Reading Skills, Grade 4
Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language
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Shifrer, Dara; Muller, Chandra; Callahan, Rebecca – Journal of Learning Disabilities, 2011
The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted,…
Descriptors: Language Minorities, Socioeconomic Status, Learning Disabilities, Disproportionate Representation
Prediction and Stability of Mathematics Skill and Difficulty
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Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M. – Journal of Learning Disabilities, 2013
The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also…
Descriptors: Mathematics Instruction, Mathematics Skills, Learning Problems, Longitudinal Studies
Phonological Awareness and Verbal Short-Term Memory.
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Mann, Virginia A.; Liberman, Isabelle Y. – Journal of Learning Disabilities, 1984
A longitudinal study of 62 kindergarten children showed that inferior performance on tests of syllable-counting, word-string memory, and Corsi blocks may presage future reading problems in grade one. Procedures are suggested for kindergarten screening and for helping children at risk for reading failure. (Author/CL)
Descriptors: Disability Identification, High Risk Persons, Kindergarten, Longitudinal Studies
Fetal Drug Exposure and Its Possible Implications for Learning in the Preschool and School-Age Population.
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Van Dyke, Don C.; Fox, Alison A. – Journal of Learning Disabilities, 1990
Increasing evidence shows that fetal exposure to alcohol, cocaine, phenylcyclidine hydrochloride (PCP), and other drugs results in infants with abnormal neurologic findings. This suggests the need for longitudinal studies to determine whether such findings will translate into a significant number of children with learning and behavioral problems.…
Descriptors: Alcohol Abuse, Behavior Disorders, Cocaine, Drug Abuse