Academic con- sequences of learning disability: Longitudinal prediction of outcomes at 11 years of age

08/01/2025 | PAXIS Institute | Learning Disabilities Research & Practice 1993

Assessed the academic outcomes for 21 children with learning disabilities (LDs) who were identified in the 1st and 2nd grades, followed longitudinally for 5 yrs, and compared them with 20 average-achieving children who were followed for the same period. Multiple-regression analyses were used to assess the relative importance of cognitive and behavioral characteristics measured at the time LD Ss were identified for special education in predicting achievement longitudinally compared with SES, age at identification, and grade retention. With the exception of IQ, different variables predicted achievement for Ss with LDs and for average achievers. Measured IQ, grade retention, and teacher perceptions of intelligence and task-oriented behavior predicted academic outcomes for Ss with LDs.

Citation: McKinney JD, Osborne SS, Schulte AC. Academic con- sequences of learning disability: Longitudinal prediction of outcomes at 11 years of age. Learning Disabilities Research & Practice 1993;8:19-27

Academic con- sequences of learning disability: Longitudinal prediction of outcomes at 11 years of age

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