| Title: |
Reading and Math Achievement in Children with Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist from Second through Fourth Grades |
| Language: |
English |
| Authors: |
Duff, Dawna M.; Hendricks, Alison E.; Fitton, Lisa (ORCID 0000-0003-0524-7339); Adlof, Suzanne M. (ORCID 0000-0002-0156-7231) |
| Source: |
Journal of Learning Disabilities. Sep-Oct 2023 56(5):371-391. |
| Availability: |
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: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2023 |
| Sponsoring Agency: |
National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH) |
| Contract Number: |
R03DC013399; R01DC017156 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 2; Primary Education; Grade 3; Grade 4; Intermediate Grades |
| Descriptors: |
Language Impairments; Developmental Delays; Dyslexia; Grade 2; Grade 3; Grade 4; Elementary School Students; Students with Disabilities; Reading Achievement; Mathematics Achievement; Achievement Gains; Achievement Gap |
| Geographic Terms: |
South Carolina |
| Assessment and Survey Identifiers: |
Clinical Evaluation of Language Fundamentals; Woodcock Reading Mastery Test; Peabody Picture Vocabulary Test; Test of Word Reading Efficiency; Test of Nonverbal Intelligence |
| DOI: |
10.1177/00222194221105515 |
| ISSN: |
0022-2194; 1538-4780 |
| Abstract: |
We examined how children (N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 school district in the U.S. state of South Carolina via classroom screenings and met common research criteria for DLD and dyslexia. Growth curve models were used to examine the overall form of growth and differences between groups. Children with DLD and/or dyslexia in second grade showed early and persistent deficits on school-administered measures of reading and math. In second grade, children with typical development (TD) scored significantly higher than children with dyslexia-only and DLD-only, who did not differ from each other. Children with DLD+dyslexia scored significantly lower than all other groups. Only small differences in growth rates were observed, and gaps in second grade did not close. Despite lower academic performance, few children (20%-27%) with dyslexia and/or DLD had received specialized support services. Children with DLD-only received services at less than half the rate of dyslexia-only or DLD+dyslexia despite similar impacts on academic performance. Evidence of significant and persistent functional impacts in the context of low rates of support services in these children--especially those with DLD-only--highlights the need to raise awareness of these disorders. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1389029 |
| Database: |
ERIC |