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Reading Achievement Trajectories for Students with Learning Disabilities during the Elementary School Years

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Title: Reading Achievement Trajectories for Students with Learning Disabilities during the Elementary School Years
Language: English
Authors: Judge, Sharon, Bell, Sherry Mee
Source: Reading & Writing Quarterly. 2011 27(1-2):153-178.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 26
Publication Date: 2011
Document Type: Information Analyses
Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Learning Disabilities, Reading Achievement, Identification, Kindergarten, Longitudinal Studies, Models, Elementary School Students, Evaluation Methods, Individualized Instruction
DOI: 10.1080/10573569.2011.532722
ISSN: 1057-3569
Abstract: Using hierarchical linear modeling and longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten cohort, the authors examined reading achievement and growth rates by learning disability (LD) subgroup. The 2-level (time-student) growth curve model indicated that lower levels of reading achievement were already evident at kindergarten entry for all subgroups of students identified during the elementary school years as having LD. Results indicated that students with LD made smaller gains in reading achievement than students without disabilities. This finding underscores the need for frequent, multifaceted assessment of progress and responsive, targeted instruction in addition to early identification. (Contains 1 figure and 3 tables.)
Abstractor: As Provided
Number of References: 74
Entry Date: 2011
Accession Number: EJ909365
Database: ERIC
FullText Text:
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  Data: Reading Achievement Trajectories for Students with Learning Disabilities during the Elementary School Years
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Information Analyses<br />Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink>
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  Data: 10.1080/10573569.2011.532722
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  Data: 1057-3569
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  Data: Using hierarchical linear modeling and longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten cohort, the authors examined reading achievement and growth rates by learning disability (LD) subgroup. The 2-level (time-student) growth curve model indicated that lower levels of reading achievement were already evident at kindergarten entry for all subgroups of students identified during the elementary school years as having LD. Results indicated that students with LD made smaller gains in reading achievement than students without disabilities. This finding underscores the need for frequent, multifaceted assessment of progress and responsive, targeted instruction in addition to early identification. (Contains 1 figure and 3 tables.)
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  Data: As Provided
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  Data: 2011
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      – SubjectFull: Identification
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      – SubjectFull: Kindergarten
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