Abstract:
:Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen's ds = 0.9-2.7; odds ratios = 9.8-23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen's ds = 0.2-2.4; odds ratios = 3.9-5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Willoughby MT,Magnus B,Vernon-Feagans L,Blair CB,Family Life Project Investigators.doi
10.1177/0022219415619754subject
Has Abstractpub_date
2017-07-01 00:00:00pages
359-372issue
4eissn
0022-2194issn
1538-4780pii
0022219415619754journal_volume
50pub_type
杂志文章abstract::Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219416664865
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abstract::In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learni...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949703000207
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abstract::Adolescents with and without learning disabilities (14, 16, and 18 years old) were tested to determine whether they differed in auditory, visual, and/or multisensory (combined auditory/visual) social perception abilities. Differences between the two groups in growth of auditory, visual, and multisensory social-percept...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200408
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abstract::A correlational analysis was conducted to assess the relationship among various assessment instruments, including Kagan, Rosman, Day, Albert, and Phillips's (1964) Matching Familiar Figures Test (MFFT), and actual classroom performance vis-à-vis impulsive responding. Subjects were 22 children (16 male, 6 female), ages...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400409
更新日期:1991-04-01 00:00:00
abstract::Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness),...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219420979959
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abstract::The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and aver...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600808
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abstract::The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Ass...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
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abstract::Seven fables were read to 14 average learners and 14 children with learning disabilities, all of whom ranged in age from 10 to 13 years. They were presented with four possible moral choices: one correct, one related, and two incorrect. They were instructed to select the correct moral choice and were asked to explain t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502800506
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abstract::The British Psychological Society is the only national organization of psychologists within the United Kingdom representing all aspects of psychology and all subspecialisms within psychology. It is both a learned scientific society and a professional association. To address the concept of attention-deficit/hyperactivi...
journal_title:Journal of learning disabilities
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doi:10.1177/002221949903200108
更新日期:1999-01-01 00:00:00
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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abstract::A group of children with dyslexia (mean ages 9 and 14 years) was studied, together with group of children without dyslexia matched for age. Participants were monolingual native speakers of the Bosnian language with transparent orthography. In total, the diagnostic tests were performed with 41 children with dyslexia an...
journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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更新日期:2010-01-01 00:00:00
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/0022219411426858
更新日期:2012-01-01 00:00:00
abstract::Blending and spelling training were compared in this experiment to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities who were in the phonetic cue stage of reading. Additionally, the two boys received pre- and posttest administrations of a phonemic segment...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
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更新日期:1990-11-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章,meta分析
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500111
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abstract::The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identif...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940303600208
更新日期:2003-03-01 00:00:00
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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doi:10.1177/002221949302600406
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章,随机对照试验
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