Lower-performing students with a learning disability showed larger model-estimated reading comprehension change scores than average-performing LD students, with cause undetermined¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When change equations were recalculated at one standard deviation below the LD group's reading comprehension mean, lower-performing LD students showed larger estimated change scores than average-performing LD students. → Quinn 2020

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

Secondary analysis recomputing the LD change-score equations at reading comprehension one standard deviation below the group mean (change scores of 1.41, 1.01, 0.70 across the three intervals, versus 1.11, 0.70, 0.38 at the average starting point). Descriptive model-estimated values with no significance test.

"Children with an LD who start with worse reading comprehension grow more than students with an LD who start with average reading comprehension."

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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 — related