Reading and Math Achievement in Children with Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist from Second through Fourth Grades

Autor/inn/en	Duff, Dawna M.; Hendricks, Alison E.; Fitton, Lisa; Adlof, Suzanne M.
Titel	Reading and Math Achievement in Children with Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist from Second through Fourth Grades
Quelle	In: Journal of Learning Disabilities, 56 (2023) 5, S.371-391 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitton, Lisa) ORCID (Adlof, Suzanne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221105515
Schlagwörter	Language Impairments; Developmental Delays; Dyslexia; Grade 2; Grade 3; Grade 4; Elementary School Students; Students with Disabilities; Reading Achievement; Mathematics Achievement; Achievement Gains; Achievement Gap; South Carolina; Clinical Evaluation of Language Fundamentals; Woodcock Reading Mastery Test; Peabody Picture Vocabulary Test; Test of Word Reading Efficiency; Test of Nonverbal Intelligence + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung
Abstract	We examined how children (N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 school district in the U.S. state of South Carolina via classroom screenings and met common research criteria for DLD and dyslexia. Growth curve models were used to examine the overall form of growth and differences between groups. Children with DLD and/or dyslexia in second grade showed early and persistent deficits on school-administered measures of reading and math. In second grade, children with typical development (TD) scored significantly higher than children with dyslexia-only and DLD-only, who did not differ from each other. Children with DLD+dyslexia scored significantly lower than all other groups. Only small differences in growth rates were observed, and gaps in second grade did not close. Despite lower academic performance, few children (20%-27%) with dyslexia and/or DLD had received specialized support services. Children with DLD-only received services at less than half the rate of dyslexia-only or DLD+dyslexia despite similar impacts on academic performance. Evidence of significant and persistent functional impacts in the context of low rates of support services in these children--especially those with DLD-only--highlights the need to raise awareness of these disorders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01