A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades
Tekijät: Tuire Koponen, Mikko Aro , Anna-Maija Poikkeus, Pekka Niemi, Marja-Kristiina Lerkkanen, Timo Ahonen, Jari-Erik Nurmi
Kustantaja: SAGE PUBLICATIONS INC
Julkaisuvuosi: 2018
Journal: Exceptional Children
Tietokannassa oleva lehden nimi: EXCEPTIONAL CHILDREN
Lehden akronyymi: EXCEPT CHILDREN
Vuosikerta: 84
Numero: 3
Aloitussivu: 298
Lopetussivu: 311
Sivujen määrä: 14
ISSN: 0014-4029
DOI: https://doi.org/10.1177/0014402918756269
Tiivistelmä
We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong stability of comorbid difficulties after the second grade and underscore the need for close monitoring of, and support for, both skills as opposed to just one.
We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong stability of comorbid difficulties after the second grade and underscore the need for close monitoring of, and support for, both skills as opposed to just one.
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