Longitudinal Trajectories of Reading and Mathematics Achievement for Students with Learning Disabilities

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  • Additional Information
    • 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: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      13
    • Sponsoring Agency:
      National Science Foundation (NSF)
      Institute of Education Sciences (ED)
      Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
    • Contract Number:
      1644355
      R324A150126
      R24HD04102511
    • Education Level:
      Early Childhood Education
      Elementary Education
      Grade 1
      Primary Education
      Grade 2
      Grade 3
      Grade 4
      Intermediate Grades
      Grade 5
      Middle Schools
      Grade 6
      Grade 7
      Junior High Schools
      Secondary Education
      Grade 8
      Kindergarten
    • Subject Terms:
      Students with Disabilities; Learning Disabilities; Reading Achievement; Mathematics Achievement; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Student Characteristics; Student Behavior; Kindergarten; Predictor Variables; Racial Differences; Ethnicity; Socioeconomic Status; Disability Identification; Intervention
    • Subject Terms:
      Early Childhood Longitudinal Survey
    • Accession Number:
      10.1177/00222194221085668
    • ISSN:
      0022-2194
      1538-4780
    • Abstract:
      We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades. Multivariate growth mixture modeling yielded four classes of combined reading and mathematics trajectories for students with LD. The largest class of students with LD (Class 2, 54.3%) showed mean T-scores for both achievement domains that averaged about 1 SD below the mean, with modest decline over time. Almost a quarter of the sample (Class 1, 22.3%) displayed mean T-scores in both achievement areas near the peer-normed average; these students were mostly White, from higher socioeconomic status (SES) backgrounds, and had experienced earlier identification as having an LD as well as shorter duration of LD service. Classifying heterogeneity in longitudinal trajectories of both achievement areas shows promise to better understand the educational needs of students identified with an LD.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1367289