Late-emerging reading disabilities.

• Jennifer Mirak Leach ^[2] ; Hollis S. Scarborough ^[1] ; Leslie Rescorla ^[2]
  1. [1] Haskins Laboratories

     Haskins Laboratories

     Town of New Haven, Estados Unidos

     
  2. [2] Bryn Mawr College, Bryn Mawr, Pennsylvania
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 211-224
• Idioma: inglés
• Enlaces
  • Texto Completo Ejemplar
• Dialnet Métricas: 3 Citas
• Resumen

  • Literacy, language, and cognitive skills were compared for 35 4th-5th graders with early-identified reading disabilities (RD), 31 with late-identified RD (first seen after 3rd grade), and 95 normally achieving students. Late-identified reading deficits were heterogeneous; some children were weak in both comprehension and word-level processing, whereas others had deficiencies in 1 component of reading but were unimpaired in the other. Although most reading skill deficits were about as severe for late- as for early-identified RD, and profiles of associated characteristics were similar, few of the former had yet been identified by their schools. Third-grade achievement, retrospectively examined, had been higher for the group with late-identified RD, suggesting that their reading difficulties were not just late identified but actually late emerging. (PsycINFO Database Record (c) 2016 APA, all rights reserved)