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Related Concept Videos

Learning Disabilities01:25

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Cognitive Development During Adolescence01:18

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During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
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  1. Home
  3. Research Domains
  5. Education
  7. Specialist Studies In Education
  9. Special Education And Disability
  11. Examining The Word Level Skill And Reading Comprehension Profiles Of Adolescents With And Without Specific Learning Disabilities.
  1. Home
  3. Research Domains
  5. Education
  7. Specialist Studies In Education
  9. Special Education And Disability
  11. Examining The Word Level Skill And Reading Comprehension Profiles Of Adolescents With And Without Specific Learning Disabilities.

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Examining the Word Level Skill and Reading Comprehension Profiles of Adolescents with and without Specific Learning Disabilities.

Cassidi L Richmond1, Mia C Daucourt2,3, Sara A Hart2,3

  • 1School of Education and Human Development, University of Virginia.

Learning Disability Quarterly : Journal of the Division for Children with Learning Disabilities
|October 28, 2024

View abstract on PubMed

Summary
This summary is machine-generated.

Many adolescents, especially those with Specific Learning Disability (SLD), struggle with word-level reading skills and comprehension. Sustained intervention in word skills is crucial for improving reading comprehension in these students.

Keywords:
adolescent literacyreading comprehensionspecific learning disabilityspelling

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Literacy development in adolescents is complex and varies significantly.
  • Specific Learning Disability (SLD) often impacts reading skills, but profiles of difficulty are not fully understood.
  • Understanding these profiles is key for targeted educational interventions.

Purpose of the Study:

  • To identify distinct literacy profiles among adolescents with and without SLD.
  • To examine the stability and change of these profiles from 6th to 8th grade.
  • To determine if literacy profiles predict later reading comprehension.

Main Methods:

  • Latent profile analysis (LPA) to identify subgroups based on word-level skills and reading comprehension.
  • Latent transition analysis (LTA) to track changes in profiles over time (Grades 6-8).
  • Regression analysis to predict end-of-year reading comprehension from identified profiles.

    • Main Results:

    • Most adolescents performed below average in word-level skills or comprehension; word-level deficits were more common.
    • Students with SLD showed consistent literacy profiles over time, while typically developing students showed more variability.
    • Literacy profiles had limited predictive power for broad reading comprehension at year-end.

    Conclusions:

    • Adolescents often exhibit co-occurring word-level and reading comprehension difficulties.
    • Sustained, targeted intervention in word-level skills is essential for adolescents with concurrent reading challenges.
    • Educational strategies should address the heterogeneity of literacy profiles for effective support.