Skip to main content

Predictors and Subtypes of Reading Disabilities: Implications forInstruction of "Late-Emergers"

Abstract

The purposes of this project are to: (1) examine the behavioral profiles of students who display late-emerging reading disability (LERD), with the goal of distinguishing major subtypes of LERD and identifying potential child-level factors within each subtype that may be amenable to early or later intervention programs; (2) explore promising predictor variables that could be used for the early identification of LERD subtypes; and (3) investigate the effects of 1st-grade intervention on the prevalence rates of the LERD subtypes.

Question 1. Are there child-level differences in the behavior profiles across the 5 subgroups of interest (i.e., early identified RD, LERD-W, LERD-C, LERD-CW, & typically developing)?

Question 2. At fall of 1st grade, are there variables that can be used for the early identification of children at high risk for developing LERD, and further do these predictors vary by LERD subtype?

Question 3. Does early intervention in first grade affect the incidence of LERD?