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Peer reviewed Peer reviewed
ERIC Number: EJ637270
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0736-9387
Does Third Grade Discrepancy Status Predict the Course of Reading Development?
Flowers, Lynn; Meyer, Marianne; Lovato, James; Felton, Rebecca; Wood, Frank
Annals of Dyslexia, v51 p49-71 2001
A study employed mixed effects regression growth curve analysis to assess the developmental course of discrepant (n=51) and nondiscrepant (n=89) poor readers identified in third grade and retested in fifth, eight, and twelfth grades. Discrepancy status did not differentiate the developmental course of basic reading skills or reading comprehension. (Contains references.) (Author/CR)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A