Late-Emerging Reading Disabilities
| Number | 1287 |
|---|---|
| Year | 2003 |
| Drawer | 24 |
| Entry Date | 12/12/2007 |
| Authors | Leach, J.M., Scarborough, H.S. & Rescorla, L. |
| Contact | |
| Publication | Journal of Educational Psychology, v.95: no. 2, pp. 211-224 |
| url | http://www.haskins.yale.edu/Reprints/HL1287.pdf |
| Abstract | Literacy, language, and cognitive skills were compared for 35 4th-5th graders with early-identified reading disabilities (RD), 31 with late-identified RD (first seen after 3rd grade), and 95 normally achieving students. Late-identified reading deficits were heterogeneous; some children were weak in both comprehension and word-level processing, whereas others had deficiencies in component of reading but were unimpaired in the other. Although most reading skill deficits were about as severe for late- as for early-identified RD, and profiles of associated characteristics were similar, few of the former had yet been identified by their schools. Third-grade achievement, retrospectively examined, had been higher for the group with late-identified RD, suggesting that their reading difficulties were not just late identified but actually late emerging. |
| Notes |
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