Group performance differences in reading, math, and science by fourth graders with and without communication...

Area of Science:

• Educational Psychology
• Developmental Psychology
• Linguistics

Background:

• Language ability is crucial for academic success.
• Assessing children with language deficits is key for effective interventions.
• This study focuses on fourth graders' academic performance.

Purpose of the Study:

• Compare academic achievement in reading, math, and science between fourth graders with communication disorders (ComDis) and typically developing peers (GenEd).
• Examine the interaction effects of gender and income on academic performance based on language status.

Main Methods:

• Utilized data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-11.
• Employed ANOVA to compare reading, mathematics, and science scores between ComDis and GenEd groups.
• Analyzed the influence of gender and income on academic performance.

Main Results:

• GenEd students outperformed ComDis students across all subjects.
• Higher income levels correlated with significantly higher academic scores.
• Mathematics was a relative strength for all students, irrespective of communication status, income, or gender.
• A gender-based advantage was observed in reading, but not in mathematics or science.

Conclusions:

• Communication deficits and lower socioeconomic status negatively affect academic content mastery.
• Collaboration between speech-language pathologists and content-area teachers is vital for supporting these students' academic success.