Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability across Early Grades

Autor/inn/en	Koponen, Tuire; Aro, Mikko; Poikkeus, Anna-Maija; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Nurmi, Jari-Erik
Titel	Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability across Early Grades
Quelle	In: Exceptional Children, 84 (2018) 3, S.298-311 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aro, Mikko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402918756269
Schlagwörter	Comorbidity; Longitudinal Studies; Grade 2; Reading Difficulties; Incidence; Reading Fluency; Mathematics Skills; Difficulty Level; Elementary School Students; Grade 3; Grade 4; Statistical Analysis; Foreign Countries; Grade 1; Finland + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 02; 2. Schuljahr; Schuljahr 02; Reading difficulty; Leseschwierigkeit; Vorkommen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schwierigkeitsgrad; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Statistische Analyse; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Finnland
Abstract	We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong stability of comorbid difficulties after the second grade and underscore the need for close monitoring of, and support for, both skills as opposed to just one. (As Provided).
Anmerkungen	SAGE Publications. 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