Elizabeth A. Sanders|Virginia W. Berninger|Robert D. Abbott
Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9
University of Washington|Seattle University|University of Washington|Seattle University|Seattle University|University of Washington
sequential regression used evaluate whether languagerelated working memory components uniquely predict reading writing achievement beyond cognitivelinguistic translation students grades 4 9 n 103 specific learning disabilities slds subword handwriting dysgraphia n 25 word reading spelling dyslexia n 60 oral written language oral written language learning disabilities n 18 slds defined basis cascading level language impairment subword word syntaxtext fiveblock regression model sequentially predicted literacy achievement cognitivelinguistic translation block 1 working memory components wordform coding block 2 phonological orthographic loops block 3 supervisory focused switching attention block 4 sld groups block 5 results showed cognitivelinguistic translation explained average 27 15 variance reading writing achievement respectively working memory components explained additional 39 27 variance orthographic wordform coding uniquely predicted nearly every measure whereas attention switching uniquely predicted reading finally differences reading writing persisted dyslexia dysgraphia dysgraphia higher even controlling block 1 4 predictors differences literacy achievement students dyslexia oral written language learning disabilities largely explained block 1 predictors applications identifying teaching students slds discussed