This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Lipka, O. Articles by Siegel, L. S. Search for Related Content PubMed PubMed Citation Articles by Lipka, O. Articles by Siegel, L. S. Social Bookmarking                   What's this?

Retrospective Analyses of the Reading Development of Grade 4 Students with Reading Disabilities

Risk Status and Profiles Over 5 Years

Department of Educational and Counselling Psychology and Special Education at the University of British Columbia, olipka{at}interchange.ubc.ca

Nonie K. Lesaux

Harvard Graduate School of Education

Linda S. Siegel

University of British Columbia

This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				D. J. Chard, M. Stoolmiller, B. A. Harn, J. Wanzek, S. Vaughn, S. Linan-Thompson, and E. J. Kame'enui Predicting Reading Success in a Multilevel Schoolwide Reading Model: A Retrospective Analysis J Learn Disabil, April 1, 2008; 41(2): 174 - 188. [Abstract] [PDF]

				N. Davis and D. L. Compton Falling Through the Cracks: Children Who Are Exceptions to the RTI Identification Process Language Learning and Education, March 1, 2008; 15(1): 41 - 45. [Abstract] [Full Text] [PDF]