A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities

Autor/inn/en	Etmanskie, Jill M.; Partanen, Marita; Siegel, Linda S.
Titel	A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities
Quelle	In: Journal of Learning Disabilities, 49 (2016) 1, S.21-35 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414522706
Schlagwörter	Learning Disabilities; Reading Difficulties; Elementary School Students; Reading Comprehension; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Reading Skills; Short Term Memory; Decoding (Reading); Foreign Countries; Reading Tests; Intelligence Tests; Statistical Analysis; Student Characteristics; English Language Learners; Age Differences; Canada (Vancouver); Stanford Binet Intelligence Scale; Stanford Diagnostic Reading Test; Wide Range Achievement Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Reading skill; Lesefertigkeit; Kurzzeitgedächtnis; Dekodierung; Ausland; Lesetest; Intelligence test; Intelligenztest; Statistische Analyse; Age; Difference; Age difference; Altersunterschied
Abstract	There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had typical reading performance in Grade 4, whereas there was 0.7% with poor word reading, 12.6% with poor reading comprehension, 2.5% with poor word reading and comprehension, and 12.2% with borderline performance. We also showed that there were similar proportions of children who had early versus late emerging reading difficulties; however, most of the late emerging poor readers recovered by Grade 7. Furthermore, our study showed that poor comprehenders showed poorer performance than typical readers on word reading, pseudoword decoding, and spelling between Grade 1 and Grade 7 and poorer performance on a working memory task in kindergarten. Overall, this study showed that most children recover from late emerging reading problems and that working memory may be an early indicator for reading comprehension difficulties. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01