The present study explores the longitudinal development between Grade 3 word level reading skills and higher level semantic skills to Grade 10 reading comprehension for 3,157 students. In particular, this work focused on how the developmental relations varied for subsamples of students who are English learners (EL; N = 308), students identified as…

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2,…

Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…

The study found that, compared to normally achieving students, 24 students (age 10 and 12) with learning disabilities were less able in vocabulary production tasks and comparable in ability to use pictorial responses to demonstrate vocabulary knowledge. When equated in reading achievement, learning-disabled 10 year olds were poorer in composite…

The study demonstrated that 36 male children (ages 7-10) with learning problems were characterized not by a restricted vocabulary as such (i.e., the variance common to both receptive and productive vocabulary measures) but by a hampered production of words (i.e., the variance common to both speed-of-naming and productive vocabulary measures.…