Students with a learning disability started about one standard deviation lower in reading comprehension and did not catch up to typically developing peers by fourth grade, which the authors interpret as a developmental deficit¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Students with an LD began over a standard deviation lower in reading comprehension than typically developing peers (intercept means of −1.24 versus 0.04) and the group distributions did not converge by fourth grade. → Quinn 2020 q2 i? Failure to catch up is interpreted by the authors as indicative of a developmental deficit rather than a developmental lag. → Quinn 2020 (2)

Evidence¶

Quinn 2020¶

Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Roberts, Greg; Menzel, Andrew J.; Schatschneider, Christopher. (2020). Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities. Journal of Educational Psychology. https://doi.org/10.1037/edu0000382

q2 · i? · associational · r2

Multiple-group LCS model with measurement and parameter constraints, fit to the full sample; the final freed model fit well (RMSEA = .060, CFI = .98) and showed group differences in intercepts, slopes, and autoregressive pathways. The quoted intercept means are descriptive model estimates.

"Typically developing children on average began over a standard deviation higher on reading comprehension (μRNoLD=0.04) than their peers with an LD(μRLD=−1.24)."

Quinn 2020 (2)¶

Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Roberts, Greg; Menzel, Andrew J.; Schatschneider, Christopher. (2020). Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities. Journal of Educational Psychology. https://doi.org/10.1037/edu0000382

q2 · i? · associational · r2

Authors' interpretation of the multiple-group model and split violin and trajectory plots: average growth lines for the LD group remained far apart from the non-LD group with little overlap in score distributions through fourth grade. The deficit conclusion is the authors' reading of the fitted model, not a separate test.

"Our results indicated that students not only started lower in reading comprehension when they had a school-identified LD, but they also did not catch up to their typically developing peers in reading comprehension by grade 4. This is indicative of a development deficit, as they were not nearing the average reading comprehension skills of their typically developing peers."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• For typically developing students, vocabulary knowledge and reading comprehension show bidirectional leading influences over time in kindergarten through fourth grade — related
• Vocabulary development was broadly similar for students with and without a learning disability, while reading comprehension gains decelerated for both groups yet the LD group started over a standard deviation lower — related
• Inadequate responders to fourth-grade reading intervention show lower verbal knowledge and listening comprehension than adequate responders and typical readers — related
• Lower-performing students with a learning disability showed larger model-estimated reading comprehension change scores than average-performing LD students, with cause undetermined — related
• Under the fitted model, non-LD students who start with high vocabulary but low reading comprehension are expected to grow nearly twice as much in reading comprehension as LD students starting at the same point — related
• Despite an average of 94 well-implemented intervention sessions, students remained about one standard deviation below national norms in reading comprehension with low vocabulary — related
• Students with disabilities benefited similarly from PACT but remained about 1 standard deviation behind nondisabled peers at posttest — related