A Meta-Analysis of Reading Differences between Underachievers with and without the Learning Disabilities Label: A Brief Report.

Fuchs, Douglas; Fuchs, Lynn S.; Mathes, Patricia G.; Lipsey, Mark E.; Eaton, Susan

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Peer reviewed

ERIC Number: EJ609784

Record Type: CIJE

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1046-6819

EISSN: N/A

A Meta-Analysis of Reading Differences between Underachievers with and without the Learning Disabilities Label: A Brief Report.

Fuchs, Douglas; Fuchs, Lynn S.; Mathes, Patricia G.; Lipsey, Mark E.; Eaton, Susan

Learning Disabilities: A Multidisciplinary Journal, v10 n1 p1-3 Win 2000

A meta-analysis of 79 studies of reading performance of low achievers with and without learning disabilities found students with the learning disabilities label performed considerably worse on reading measures. Use of timed tests greatly increased the difference in reading performance between underachievers and students with the learning disabilities label. (Contains nine references.) (CR)

Descriptors: Cognitive Processes, Elementary Secondary Education, Learning Disabilities, Meta Analysis, Reading Ability, Student Characteristics, Symptoms (Individual Disorders), Timed Tests, Underachievement

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A