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Reading and math achievement in children with dyslexia, developmental language disorder, or typical development: Achievement gaps persist from second through fourth grades
[post]
2021
unpublished
We examined how children (n=448) who met research criteria for separate vs. co-occurring DLD and dyslexia performed on school-based measures of academic functioning in reading and math between second and fourth grades. Growth curve models were used to examine the overall form of growth and differences between groups. Children with DLD and/or dyslexia in second grade showed early and persistent deficits on school-administered measures of reading and math. In second grade, children with typical
doi:10.35542/osf.io/vsxmn
fatcat:twsi6sjyp5cd7k24uzkedyotlm