Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities.
Abstract
In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD, n = 627) and typically developing students (n = 14,146). Students were tested for their vocabulary breadth and passage comprehension skills in Kindergarten...
Paper Details
Title
Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities.
Published Date
Apr 1, 2020
Volume
112
Issue
3
Pages
608 - 627
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