TY - JOUR
T1 - Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities
AU - Mattison, Richard E.
AU - Woods, Adrienne D.
AU - Morgan, Paul L.
AU - Farkas, George
AU - Hillemeier, Marianne M.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding for this study was provided by a grant from the National Science Foundation (no. 1644355) and the Institute of Education Sciences (no. R324A150126). Infrastructure support was provided by the Penn State Population Research Institute through funding from the National Institute of Child Health and Human Development, National Institutes of Health (R24HD041025-11). No official endorsement should be inferred.
Publisher Copyright:
© Hammill Institute on Disabilities 2022.
PY - 2023/3/1
Y1 - 2023/3/1
N2 - We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades. Multivariate growth mixture modeling yielded four classes of combined reading and mathematics trajectories for students with LD. The largest class of students with LD (Class 2, 54.3%) showed mean T-scores for both achievement domains that averaged about 1 SD below the mean, with modest decline over time. Almost a quarter of the sample (Class 1, 22.3%) displayed mean T-scores in both achievement areas near the peer-normed average; these students were mostly White, from higher socioeconomic status (SES) backgrounds, and had experienced earlier identification as having an LD as well as shorter duration of LD service. Classifying heterogeneity in longitudinal trajectories of both achievement areas shows promise to better understand the educational needs of students identified with an LD.
AB - We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades. Multivariate growth mixture modeling yielded four classes of combined reading and mathematics trajectories for students with LD. The largest class of students with LD (Class 2, 54.3%) showed mean T-scores for both achievement domains that averaged about 1 SD below the mean, with modest decline over time. Almost a quarter of the sample (Class 1, 22.3%) displayed mean T-scores in both achievement areas near the peer-normed average; these students were mostly White, from higher socioeconomic status (SES) backgrounds, and had experienced earlier identification as having an LD as well as shorter duration of LD service. Classifying heterogeneity in longitudinal trajectories of both achievement areas shows promise to better understand the educational needs of students identified with an LD.
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U2 - 10.1177/00222194221085668
DO - 10.1177/00222194221085668
M3 - Article
C2 - 35499108
AN - SCOPUS:85129135680
SN - 0022-2194
VL - 56
SP - 132
EP - 144
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
IS - 2
ER -