Longitudinal Models of Reading Achievement of Students with Learning Disabilities and without Disabilities

Autor/inn/en	Sullivan, Amanda L.; Kohli, Nidhi; Farnsworth, Elyse M.; Sadeh, Shanna; Jones, Leila
Titel	Longitudinal Models of Reading Achievement of Students with Learning Disabilities and without Disabilities
Quelle	In: School Psychology Quarterly, 32 (2017) 3, S.336-349 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000170
Schlagwörter	Reading Achievement; Learning Disabilities; Comparative Analysis; Children; Longitudinal Studies; Surveys; Scores; Achievement Gap; Reading Tests; Reading Skills; Student Characteristics; Questionnaires; Special Education Teachers; Models; Statistical Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Leseleistung; Learning handicap; Lernbehinderung; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Lesetest; Reading skill; Lesefertigkeit; Fragebogen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Analogiemodell; Statistische Analyse
Abstract	Objective: Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. Method: We drew an analytic sample of 1,990 students from the nationally representative Early Childhood Longitudinal Study--Kindergarten Cohort of 1998, using reading achievement scores from kindergarten through eighth grade to estimate three models of students' reading growth. Results: The piecewise mixed-effects models provided the best functional form of the students' reading trajectories as indicated by model fit indices. Results showed slightly different trajectories between students with learning disabilities and without disabilities, with varying but divergent rates of growth throughout elementary grades, as well as an increasing gap over time. Conclusions: These results highlight the need for additional research on appropriate methods for modeling reading trajectories and the implications for students' response to instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01