How Specific Are Learning Disabilities?

Autor/inn/en	Peterson, Robin L.; McGrath, Lauren M.; Willcutt, Erik G.; Keenan, Janice M.; Olson, Richard K.; Pennington, Bruce F.
Titel	How Specific Are Learning Disabilities?
Quelle	In: Journal of Learning Disabilities, 54 (2021) 6, S.466-483 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420982981
Schlagwörter	Learning Disabilities; Elementary School Students; Secondary School Students; Clinical Diagnosis; Classification; Students with Disabilities; Reading Difficulties; Reading Comprehension; Mathematics; Mathematics Skills; Problem Solving; Writing Difficulties; Spelling; Dyslexia; Achievement Tests; Reading Tests; Timed Tests; Oral Reading; Colorado; Peabody Individual Achievement Test; Test of Word Reading Efficiency; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Sekundarschüler; Classification system; Klassifikation; Klassifikationssystem; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading difficulty; Leseschwierigkeit; Leseverstehen; Mathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Schreibstörung; Schreibweise; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	Despite historical emphasis on "specific" learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic "g"), as well as variance unique to reading, mathematics, and writing. Participants were 686 children ages 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic "g." Basic reading and mathematics maintained variance distinct from academic "g," consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic "g," and evidence for reading comprehension-specific variance was mixed. Academic "g" was strongly correlated with cognitive "g" (r = 0.72) but not identical to it. Implications for SLD diagnosis are discussed. (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	2024/1/01