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Academic Achievement Among Juvenile Detainees
Elena L Grigorenko1, Donna Macomber2, Lesley Hart3
1Yale University, New Haven, CT, USA Teachers College, Columbia University, New York, NY, USA Moscow State University, Russia Fielding Graduate University, Santa Barbara, CA, USA Elena.grigorenko@yale.edu.
Journal of Learning Disabilities
|September 26, 2013
Summary
Learning disabilities (LD) affect nearly a quarter of detained youth, with frequencies ranging from 13% to 40%. This study systematically assessed LD prevalence and skill deficits in juvenile offenders.
Area of Science:
- Forensic Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Existing literature suggests a high prevalence of learning disabilities (LD) among law offenders.
- However, systematic appraisals, frequency estimations, and investigations into correlates and causes of LD in this population are lacking.
Purpose of the Study:
- To systematically assess the frequency and characteristics of learning disabilities in a population of detained youth.
- To explore the type and severity of reading and mathematics skill deficiencies among juvenile detainees.
Main Methods:
- Data were collected from 1,337 unique admissions of youth in Connecticut detention facilities.
- A computerized educational screener and the Wide Range Achievement Test were administered to assess reading and mathematics skills.
- Quantitative and qualitative indicators were analyzed to determine the prevalence and nature of LD.
Main Results:
- The prevalence of learning disabilities in the sample ranged from 13% to 40%, with an average of 24.9%.
- The study identified specific deficiencies in word and text reading, as well as mathematics skills.
Conclusions:
- Detained youth exhibit a significant prevalence of learning disabilities, highlighting a critical need for targeted educational and support interventions.
- This research provides a foundation for future studies linking these deficiencies to formal LD classifications and other developmental disorders.
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