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ERIC Number: EJ909365
Record Type: Journal
Publication Date: 2011
Pages: 26
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-1057-3569
Reading Achievement Trajectories for Students with Learning Disabilities during the Elementary School Years
Judge, Sharon; Bell, Sherry Mee
Reading & Writing Quarterly, v27 n1-2 p153-178 2011
Using hierarchical linear modeling and longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten cohort, the authors examined reading achievement and growth rates by learning disability (LD) subgroup. The 2-level (time-student) growth curve model indicated that lower levels of reading achievement were already evident at kindergarten entry for all subgroups of students identified during the elementary school years as having LD. Results indicated that students with LD made smaller gains in reading achievement than students without disabilities. This finding underscores the need for frequent, multifaceted assessment of progress and responsive, targeted instruction in addition to early identification. (Contains 1 figure and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A