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A Nationwide Epidemiologic Modeling Study of LDRisk, Protection, and Unintended ImpactSchool of Medicine at the University of Pennsylvania
Children's Crisis Treatment Center in Philadelphia
Pennsylvania State University
University of Pennsylvania in the Graduate School of Education's Applied Psychology and Human Development Program
University of Delaware Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability—achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social—environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability—achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.
Journal of Learning Disabilities, Vol. 39, No. 3,
230-251 (2006) This article has been cited by other articles:
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