Writing Disabilities and Reading Disabilities in Elementary School Students

Autor/inn/en	Costa, Lara-Jeane C.; Edwards, Crystal N.; Hooper, Stephen R.
Titel	Writing Disabilities and Reading Disabilities in Elementary School Students
Quelle	In: Learning Disability Quarterly, 39 (2016) 1, S.17-30 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948714565461
Schlagwörter	Elementary School Students; Writing Difficulties; Reading Difficulties; Multiple Disabilities; Longitudinal Studies; Grade 1; Grade 4; Grade 2; Grade 3; Achievement Tests; Language Impairments; Executive Function; Correlation; Measures (Individuals); Verbal Ability; Intelligence Tests; Vocabulary; Children; Statistical Analysis; Multivariate Analysis; North Carolina; Peabody Picture Vocabulary Test; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Schreibstörung; Reading difficulty; Leseschwierigkeit; Multiple disability; Mehrfachbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Korrelation; Messdaten; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Child; Kind; Kinder; Statistische Analyse; Multivariate Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single school district who initially were placed into three groups based on the Wechsler Individual Achievement Test-Second Edition (WIAT-II) Written Expression subtest: Typically Developing (TD; n = 83), WD-Only (n = 38), and WD + RD (n = 16). Results indicated that the rate of a WD + RD increased with advancing grades, ranging from 30% in first grade to 47% in fourth grade. This increase was secondary to the instability of group membership across all three groups. The number of students with a WD + RD remained relatively constant over the 4 years, with about 50% of first-grade students with a WD + RD continuing to manifest this co-occurrence through the fourth grade. There was increased cognitive burden for the students in the WD + RD group across the four grades in language and executive dysfunctions. Along with the use of progress monitoring strategies for both reading and writing in the early grades, these findings suggest the importance of assessing the cognitive underpinnings for students with a WD + RD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11