Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis.
Abstract
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.
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Decoding, reading, and reading disability.
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- Authors
- Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M.
- Affiliations
- University of Houston (US)
- Venue
- Journal of Educational Psychology
- Published
- 1996-03
- Volume
- 88
- Issue
- 1
- Pages
- 3-17
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2143451584
- Cited by
- 802
- References
- 1
- Citations by year
- 2026: 10 · 2025: 14 · 2024: 24 · 2023: 36 · 2022: 21 · 2021: 21 · 2020: 15 · 2019: 30 · 2018: 33 · 2017: 25 · 2016: 38 · 2015: 35 · 2014: 32 · 2013: 36 · 2012: 45
- FWCI
- 19.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- reading disorders, developmental delay, developmental deficits, reading achievement, IQ-achievement discrepancy, children's reading development
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