Early identification of learning disabilities: A comparison of two methods.

Computed discrepancy scores (multiple regression equations using IQs from the Slosson Intelligence Test, SES, sex, and age of child to predict reading and math achievement raw scores) and an unadjusted low-achievement criterion (discrepancy between achievement and potential) for 218 1st graders from normal classrooms in 6 rural elementary schools. In addition to determining the predictor variables already mentioned, the authors also administered the Behavior Problem Checklist, the Bender Visual Motor Gestalt Test for Children, the Visual Matching subtest of the Metropolitan Readiness Test, Level I—Form P, the Wepman Auditory Discrimination Test, and measures of audio-visual integration, handedness, finger localization, finger tapping, lateral dominance, letter and number recognition, motor coordination, name writing, and quantitative concepts. A rating of academic performance was obtained from each teacher. Data show that unadjusted low-achievement criteria misidentified as learning disabled (LD) a significant number of Ss who were achieving at levels commensurate with overall abilities, while failing to identify a significant number of truly LD children. Many of the variables that significantly discriminated low achievers from high achievers did not significantly discriminate LD from non-LD children. (68 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Introduces a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic analogous to the reading-level match design, but without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those without discrepancy. 907 children (aged 7–16 yrs) were compared on a varied set of phonological, orthographic, memory, and language processing tasks. The results indicated that cognitive differences between these 2 groups of poor readers all reside outside of the word recognition module. The results generally support the phonological-core variable-difference model of reading disability and demonstrate that degree of aptitude/achievement discrepancy is unrelated to the unique cognitive tradeoffs that are characteristic of the word recognition performance of children with reading disabilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning disabilities and executive dysfunction in boys with attention-deficit/hyperactivity disorder.

The effect of comorbid reading or arithmetic learning disabilities (LDs) on neuropsychological function in attention-deficit/hyperactivity disorder (ADHD) was studied. Participants were young males diagnosed with ADHD, with and without LD, and non-ADHD, non-LD male controls of similar age. LD was defined by combined regression-based and low-achievement classifications. Analyses adjusted for the effect of psychiatric comorbidity, age, and socioeconomic status on neuropsychological function. Children who had both ADHD and LD were significantly more impaired on both executive and nonexecutive functions than ADHD children without LD. Neuropsychological performance was most impaired in ADHD with combined arithmetic and reading disability. These data indicate that comorbid LD, especially arithmetic disability, significantly increases the severity of executive function impairment in ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading achievement and creativity as related to open classroom experience.

From 2nd-, 3rd-, and 4th-grade classes selected for their open characteristics, 49 children were matched on IQ, socioeconomic status, sex, age, and grade with 49 Ss from classrooms identified as traditional. Reading achievement and creativity were assessed with a 2 * 2 factorial analysis of variance, open and traditional * high and low IQ. All 98 Ss were administered the reading test, and 39 pairs were given the creativity measures. Both reading and figural creativity analyses showed significant main effects for IQ and significant interactions. Among low IQ groups, open and traditional Ss could not be distinguished on reading achievement or creativity. Among high IQ Ss, traditional Ss had significantly higher reading and figural creativity scores. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between shyness in children and constricted cognitive control as measured by the Stroop Color-Word Test.

103 4th and 5th graders, rated as either shy or nonshy by their teachers, were administered the Stroop Color-Word Test. Results support the hypothesis that shy Ss would have slower reading rates, which indicates high interference proneness (constricted control), whereas nonshy Ss would have more rapid reading rate, which indicates low interference proneness (flexible control). To determine if the procedures for identifying shy Ss also inadvertently differentiated Ss on cognitive skills (verbal ability), and not simply cognitive styles, a subsample of 32 Ss were administered the Stanford Achievement Test (SAT). Results indicate no significant difference between shy and nonshy Ss' group mean stanine scores on the language section of the SAT. Final classroom grades in reading, spelling, and English were also calculated for these 2 groups. Results indicate that the GPA of the shy group exceeded the GPA of their nonshy peers; however, differences were not significant. It appears, therefore, that the results were not confounded by differences in language ability or academic achievement and that these variables do not account for the distractibility findings. Results support the assumption that shy children are unable to maintain effective performance in the presence of interfering or distracting stimuli. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increasing academic achievement by reinforcing direct academic performance and/or facilitative nonacademic responses.

Compared the effects of 3 intervention procedures in increasing academic achievement and levels of appropriate behavior for children with relatively low rates of appropriate behavior. Three groups of 16 Ss each were selected in pairs from regular primary-grade classrooms and 1 child from each pair was randomly assigned to the experimental group. Experimental Ss received treatment in an experimental class setting, while control Ss remained in the regular classroom. Group 1 Ss were reinforced for behaviors facilitative of academic performance, Group 2 for correct academic performance, and Group 3 for both. No significant treatment differences were found. However, there was a significant experimental-control group difference, favoring experimentals, for reading achievement, math achievement, and level of appropriate behavior. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classification in context: An alternative approach to identifying early reading disability.

This study evaluated an alternative method of identifying early reading difficulty. L. S. Fuchs and D. Fuchs (1998) proposed that academic problems could be indexed by a dual discrepancy on level and slope of performance, relative to classmates, on curriculum-based measurement tasks. From a sample of 694 1st- and 2nd-grade children, we identified 47 children as dually discrepant in reading and compared them with 17 children identified as IQ-reading achievement discrepant and 28 children identified as low achieving. The dually discrepant children were younger and more impaired on phonological processes and teacher ratings of academic competence and social behaviors. This group also reflected the gender and racial distributions of the population. Single-point measures of fluency and phonological awareness were not sensitive indicators of reading problems, suggesting that ongoing assessment and evaluation may be necessary for valid identification. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis.

Individual growth curves were used to test whether the development of children with reading disabilities is best characterized by models of developmental lag or developmental deficit. Developmental changes in reading ability were modeled by using 9 yearly longitudinal assessments of a sample of 403 children classified into three groups representing (a) deficient reading achievement relative to IQ expectations (RD-D), (b) deficient reading achievement consistent with IQ expectations (LA), and (c) no reading deficiency (NRI). Using a model of quadratic growth to a plateau, the age and level at which reading scores plateaued were estimated for each child. Reading-disabled children differed on average from nondisabled children in the level but not in the age at which reading skills plateaued. The RD-D and LA groups did not differ in reading plateau or age at plateau. The subgroup of RD-D children scoring below the 25th percentile in reading differed from LA children only in reading plateau. Results suggest that the developmental course of reading skills in children with reading disability is best characterized by deficit as opposed to lag models. In addition, no support for the validity of classifications of reading disability based on IQ discrepancies was apparent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reply to Leong.

Reply to the comment by Che Kan Leong (see record 2007-07332-017). Downing and Leong take issue with my statement, "The authors recommend some variation of the IQ/achievement discrepancy formula as a definition of reading disability." It appears to me that they are, in fact, recommending an IQ/achievement discrepancy formula. The source for my statement is the discussion on pages 305-306 of Downing and Leong, in particular, the statement on p. 306: "Overall, the regression approach is generally sound and statistically defensible." The regression approach that Downing and Leong discuss is one in which a child's reading level (as measured by a particular test) is related to the child's score on an IQ test. As I noted in my review, this type of equation assumes that IQ and reading can be measured independently are likely to be deficient in the reading-disabled individual, a child with a real reading disability may have spuriously low IQ scores but may not be diagnosed as reading disabled because of a low IQ score. Until investigators agree on some operational definitions or at least attempt to study questions as a function of different operational definitions, advancement in this field will be difficult to achieve. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of training in sentence construction on the comprehension of learning disabled children.

30 learning-disabled Hispanic, White, and Black children (mean IQ 88.60 and mean age 11.73 yrs) were randomly assigned to 2 conditions focusing on sentence comprehension: a sentence anagram/word grouping treatment and a more traditional sentence study treatment. With age, IQ, and pretest comprehension (Gates-MacGinitie Reading Tests) controlled, Ss in the sentence anagram/word grouping condition had significantly higher cloze scores than Ss in the sentence study group. The greatest achievement benefits associated with the anagram treatment, however, accrued to Ss with higher initial reading achievement. As level of pretreatment achievement decreased, the magnitude of the treatment differences also tended to decrease. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's attributions for failure and success in different aspects of reading.

Investigated the attributions of 82 3rd graders and 82 6th graders for their success and failure in different reading situations with an extended set of causes (as a function of age and achievement differences). Ss were split into good and poor readers on the basis of a median split on the Reading Comprehension subtest of the California Test of Basic Skills. Ss reading achievement was then assessed in 2 reading situations (evaluation of reading performance and reading for meaning). Ss were asked to rate the degree to which each of 6 causes (ability, paying attention, studying, luck, task difficulty, and assistance from others) was responsible for their success or failure. Findings show that 6th graders' locus of control scores varied across situations, while 3rd graders' scores did not. Studying and paying attention were salient to Ss as causes. Age and achievement interacted, with low-achieving 3rd graders giving higher ratings to causes more clearly beyond their control than high-achieving 3rd graders, whereas low- and high-achieving 6th graders did not differ. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of control and academic achievement: Results from a preschool intervention program.

Investigated the relationship between children's beliefs in personal control over their successes and failures and academic achievement. 32 kindergarten and 1st grade children who had been judged to be at risk for academic difficulties and who had participated in a 5-yr efficacy-oriented intervention program were compared to 34 children in high-risk nonintervention low-risk comparison groups. The high-risk intervention and low-risk Ss had stronger beliefs in personal control over academic success, and these beliefs were good predictors of achievement and task-related classroom behaviors. This was not true of the high-risk nonintervention Ss, in whom only IQ was related to achievement. IQ scores were not related to achievement in intervention Ss. The importance of motivational components of achievement is discussed and the influence of socializing environments in establishing relations among beliefs in personal control, subsequent goal-directed classroom behaviors, and achievement outcomes is noted. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer models: Influence on children's self-efficacy and achievement.

Investigated how the self-efficacy and achievement of 72 children (aged 8 yrs 6 mo to 10 yrs 10 mo) were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. Ss were children who had experienced difficulties learning subtraction with regrouping operations in their classes. Ss were pre- and posttested on measures of subtraction self-efficacy, skill, and persistence. Ss observed a same-sex peer demonstrate either rapid (mastery model) or gradual (coping model) acquisition of subtraction skills, observed a teacher model demonstrate subtraction operations, or did not observe a model. Ss then judged self-efficacy for learning to subtract and received subtraction training. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement than did observing the teacher model or not observing a model. Ss who observed the teacher model scored higher than no-model Ss on these measures. No significant differences due to type of peer modeled behavior (mastery/coping) were obtained on any measure. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The adolescent outcome of hyperactive children diagnosed by research criteria: II. Academic, attentional, and neuropsychological status.

One hundred hyperactive children meeting research diagnostic criteria and 60 community control children were followed prospectively over an 8-year period into adolescence. Younger (12–24 years) and older (15–20 years) groups were tested on measures of academic skills, attention and impulse control, and select frontal lobe functions. At follow-up, hyperactive Ss demonstrated impaired academic achievement, impaired attention and impulse control, and greater off-task, restless, and vocal behavior during an academic task, compared with control Ss. The limited set of frontal lobe measures did not differentiate groups. Age did not interact with group membership. However, several measures did not differentiate groups. Age did not interact with group membership. However, several measures showed age-related declines in both groups. It is concluded that hyperactive children may remain chronically impaired in academic achievement, inattention, and behavioral disinhibition well into their late adolescent years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ego identity status, conformity behavior, and personality in late adolescence.

Tested the predictive relation among identity, status, personality, and conformity behavior in an attempt to replicate findings by N. Toder and J. Marcia (see record 1973-31281-001). In Study 1, with 40 male and 40 female undergraduates, no relation was observed between identity status (diffusion, foreclosure, moratorium, and identity achievement) and conformity on the measure developed by S. E. Asch (1956). Study 2, with 138 Ss, confirmed the validity of the measure of identity employed, the Objective Measure of Ego Identity Status. In Study 3, 87 Ss completed 4 measures of conformity behavior—peer assessments, an experimental task, the Marlowe-Crowne Social Desirability Scale, and sections from the California Personality Inventory. Diffusion Ss were most influenced by peer pressures toward conformity, whereas identity-achievement Ss were most likely to report engaging in conformity behavior for achievement gains. Although Toder and Marcia's results on the Asch conformity task were not replicated, Study 3 supported the predicted relation between identity and conformity. (51 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of an adapted interactive writing intervention on kindergarten children's phonological awareness, spelling, and early reading development: A contextualized approach to instruction.

Using a pretest-posttest comparison-group design, this 16-week study investigated the effects of 2 instructional approaches on the phonological awareness, alphabetic knowledge, and early reading of kindergarten children. The primary goal was to compare a form of contextualized instruction based on an adapted interactive writing program with a field-tested program of metalinguistic games. For instructional purposes, the children in each treatment group were divided into small intervention classes, with groupings based on children's common strengths and needs. Each week, these classes met with trained literacy tutors for 4 20-min lessons. Pretest and posttest measures provided data on children's phonological awareness, spelling, and reading development. Statistical analyses of the data indicated no between-groups differences with regard to phonological awareness and spelling achievement. In contrast, results revealed statistically significant differences between the 2 groups on word identification, passage comprehension, and word reading development measures, with the adapted interactive writing group demonstrating greater achievement. These findings verify that the children participating in a contextualized program matched or exceeded the achievement of the children participating in a structured program of metalinguistic games. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in beliefs and achievement: A cross-cultural study.

Gender differences on tests of achievement in reading and mathematics, and on tests of cognitive ability, were assessed. Ss were children in kindergarten and Grades 1 and 5 in elementary schools in Taiwan, Japan, and the US (ns?=?1,975 to 4,266). Few gender differences were observed on curriculum-based tests of math computation and reading. Boys were more effective, however, in solving word problems and in answering questions involving estimation, visualization, and measurement. Cognitive tests revealed some gender differences at the 5th-grade level in all 3 cultures. Children and their mothers tended, as early as the 1st grade, to believe that boys were better at math and girls were better at reading. Children in the 3 cultures differed consistently in their scores in reading and math, but there were very few interactions between gender and location. The lack of frequent significant interactions between gender and location indicated the gender effects for both achievement scores and ratings were equivalent across Chinese, Japanese, and American contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)