Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States

Terry, Nicole Patton; Gerido, Lynette Hammond; Norris, Cynthia U.; Johnson, Lakeisha; Little, Callie W.

doi:10.1002/cad.20473

Cited by 3 publications

(2 citation statements)

References 108 publications

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“…The hidden costs for families include the time and money required to work out the logistics of assessments and the planning of the Individualized Education Program. Moreover, families with low educational attainment may also lack the cultural capital that higher education enables—the professional jargon, scripts, and credentials that enable affluent families to navigate the bureaucracy inherent in realizing one's rights under IDEA ( Skrtic et al, 2021 ; Terry et al, 2022 ). And when will that lack of cultural capital matter most?…”

Section: Discussionmentioning

confidence: 99%

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Abilities and Disabilities Among Children With Developmental Language Disorder

McGregor

Ohlmann

Eden

et al. 2023

LSHSS

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Purpose: The aim of this study was to situate developmental language disorder (DLD) within the impairment and disability framework of the International Classification of Functioning, Disability, and Health (ICF); describe the functional strengths and weaknesses of a cohort of first-grade children with DLD and their peers; and explore the ways that language-related disabilities relate to language impairment, developmental risk, and receipt of language services. Method: We queried the caregivers of 35 children with DLD and 44 peers with typical language development about their children's language-related functions, developmental risks, and language services using mixed quantitative and qualitative methods. Results: The children with DLD presented with weaknesses in domains that are highly dependent upon language skill, including communication, community function, interpersonal relationships, and academics. They presented with strengths in domestic and personal aspects of daily living, play and coping aspects of socialization, and gross motor function. Caregivers of children with DLD expressed pride in their children's agentive and prosocial qualities. Consistent with the ICF, what distinguished children with DLD who had functional weaknesses and disabilities from those who had healthy function was not the severity of language impairment as measured by decontextualized tests of language skill, but the presence of cumulative developmental risks. Compared to those with healthy function, a larger portion of children with weaknesses and disabilities were receiving language services; however, two girls who had disabilities despite mild levels of impairment were without services. Conclusions: Children with DLD present with predictable strengths and weaknesses in everyday language-related functioning. For some children, the weaknesses are mild, but for others, they limit function to a greater extent and should be considered disabilities. The severity of language impairment is not a strong indicator of language-related function and, therefore, is not a good metric for determining service qualification.

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Section: Discussionmentioning

confidence: 99%

“…Low socioeconomic status (SES) is also associated with long-standing institutional racism and social exclusion. Thus, for many children, these ill effects are compounded by discrimination ( Terry et al, 2022 ).…”

Section: Risks and Protective Factors Associated With Dldmentioning

confidence: 99%

Abilities and Disabilities Among Children With Developmental Language Disorder

McGregor

Ohlmann

Eden

et al. 2023

LSHSS

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Revisiting the Fourth-Grade Slump among Black Children

Terry

Gatlin-Nash

Webb³

et al. 2023

The Elementary School Journal

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The level of predictability of past reading attainment and self-perception and behavioural measures on children’s reading achievement

Hay,

Stevenson

2024

Australian Journal of Education

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This longitudinal study used regression path models to predict the influence on students’ reading comprehension ability of three self-perception variables (reading self-concept; reading/English effort; academic self-handicapping); three teacher rating behaviour variables (attentive behaviour; sociable behaviour; and settled behaviour) and past reading comprehension. As part of the study, a 12-item reading/English effort scale was developed, and its psychometrics characteristics reported ( N = 254) The participants were Australian primary school students, followed from Years 3 and 4 to Years 5 and 6 ( n = 127). The first path model identified that attending behaviours, low levels of self-handicapping, and reading self-concept were the main predictors of reading achievement. Reading achievement was reassessed two years on, with this path model including past reading attainment. In this model past reading achievement and self-handicapping predicted reading achievement. This research reiterates: the relevance of social-emotional and cognitive variables in education; the need to teach reading across the school years; and the need to enhance students’ sense of control and certainty over their learning.

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Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States

Cited by 3 publications

References 108 publications

Abilities and Disabilities Among Children With Developmental Language Disorder

Abilities and Disabilities Among Children With Developmental Language Disorder

Revisiting the Fourth-Grade Slump among Black Children

The level of predictability of past reading attainment and self-perception and behavioural measures on children’s reading achievement

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