Late-emerging reading disabilities.

By Jennifer Mirak Leach, H. Scarborough, L. Rescorla. 2003

401 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1c7b1a74f094f714a7b571e7a141486db6923ed4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A longitudinal analysis of English language learners’ word decoding and reading comprehension (2007, result): “Additionally, the findings are consistent with the ‘‘fourth-grade slump’’ where reading difficulties emerge for certain children in the later grades of elementary school ( Leach, Scarborough, & Rescorla, 2003 ).”
Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, background): “As an example, difficulties in reading comprehension are typically not identified until after Grade 3, and even at this point, poor comprehenders are substantially underreferred for testing and treatment (e.g., Leach et al., 2003).”
Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured (2006, background): “It is estimated that approximately 10% to 25% of poor readers, or about 3% of the school-age population, exhibit this profile, particularly in the upper elementary school grades and at older ages (e.g., Aaron, Joshi, & Williams, 1999; Catts, Adlof, & Weismer, in press; Catts et al., 2003; Leach, Sc”
Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, methodology): “In earlier studies, when reading problems also included problems in reading comprehension, the terms “reading disability” (e.g. Badian, 2005; Leach et al., 2003; Siegel & Smythe, 2005) and “reading difficulty” (e.”
Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties (2010, result): “…indicate that a substantial proportion of students who succeed in learning to read in the primary grades go on to encounter difficulties after third grade, confirming findings from prior research conducted with smaller samples (e.g., Catts et al., 2005; Leach et al., 2003; Lipka et al., 2006).”