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Direct linkQuinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Roberts, Greg; Menzel, Andrew J.; Schatschneider, Christopher – Journal of Educational Psychology, 2020
In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD; n = 627) and typically developing students (n = 14,146).…
Descriptors: Vocabulary Development, Reading Comprehension, Scores, Disadvantaged Schools
