{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T09:37:06Z","timestamp":1790847426467,"version":"4.1.0"},"reference-count":33,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2022,4,30]],"date-time":"2022-04-30T00:00:00Z","timestamp":1651276800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2023,3]]},"abstract":"<jats:p>We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades. Multivariate growth mixture modeling yielded four classes of combined reading and mathematics trajectories for students with LD. The largest class of students with LD (Class 2, 54.3%) showed mean T-scores for both achievement domains that averaged about 1 SD below the mean, with modest decline over time. Almost a quarter of the sample (Class 1, 22.3%) displayed mean T-scores in both achievement areas near the peer-normed average; these students were mostly White, from higher socioeconomic status (SES) backgrounds, and had experienced earlier identification as having an LD as well as shorter duration of LD service. Classifying heterogeneity in longitudinal trajectories of both achievement areas shows promise to better understand the educational needs of students identified with an LD.<\/jats:p>","DOI":"10.1177\/00222194221085668","type":"journal-article","created":{"date-parts":[[2022,4,30]],"date-time":"2022-04-30T06:17:06Z","timestamp":1651299426000},"page":"132-144","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":26,"title":["Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities"],"prefix":"10.1177","volume":"56","author":[{"given":"Richard E.","family":"Mattison","sequence":"first","affiliation":[{"name":"Pennsylvania State University, Hershey, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1101-6975","authenticated-orcid":false,"given":"Adrienne D.","family":"Woods","sequence":"additional","affiliation":[{"name":"Pennsylvania State University, University Park, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9347-6486","authenticated-orcid":false,"given":"Paul L.","family":"Morgan","sequence":"additional","affiliation":[{"name":"Pennsylvania State University, University Park, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"George","family":"Farkas","sequence":"additional","affiliation":[{"name":"University of California, Irvine, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marianne M.","family":"Hillemeier","sequence":"additional","affiliation":[{"name":"Pennsylvania State University, Hershey, USA"},{"name":"Pennsylvania State University, University Park, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2022,4,30]]},"reference":[{"key":"bibr1-00222194221085668","doi-asserted-by":"crossref","unstructured":"Asparouhov T., Muthen B. (2014). Auxiliary variables in mixture modeling: 3-step approaches using Mplus (Mplus Web Notes: No. 15, Version 8). https:\/\/www.statmodel.com\/download\/webnotes\/webnote15.pdf","DOI":"10.1080\/10705511.2014.915181"},{"key":"bibr2-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1126\/science.1231022"},{"key":"bibr3-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1037\/a0025323"},{"key":"bibr4-00222194221085668","doi-asserted-by":"crossref","unstructured":"Compton D. C., Fuchs D., Fuchs L. S., Elleman A. M., Gilbert J. K. (2008). Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability. Learning and Individual Differences, 18, 329\u2013337. https:\/\/doi.org\/10.1016\/j.lindiff.2008.04.003","DOI":"10.1016\/j.lindif.2008.04.003"},{"key":"bibr5-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1007\/s10802-016-0126-z"},{"key":"bibr6-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1111\/cdep.12008"},{"key":"bibr7-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/0022219412468889"},{"key":"bibr8-00222194221085668","volume-title":"Child Symptom Inventory-4 screening and norms manual","author":"Gadow K. D.","year":"2002"},{"key":"bibr9-00222194221085668","volume-title":"Social skills rating system","author":"Gresham F.","year":"1990"},{"key":"bibr10-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1023\/B:JOBA.0000045341.56296.fa"},{"key":"bibr11-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2014.12.002"},{"key":"bibr12-00222194221085668","doi-asserted-by":"crossref","unstructured":"Liu J., Perera R. A. (2020). A parallel process growth mixture model to examine heterogeneity in joint development with nonlinear trajectories. arXiv. https:\/\/arxiv.org\/pdf\/2010.13325.pdf","DOI":"10.35566\/jbds\/v1n2\/p4"},{"key":"bibr13-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1995.tb01296.x"},{"key":"bibr14-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/0022219414547221"},{"key":"bibr15-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.12965"},{"key":"bibr16-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/0022219411414010"},{"key":"bibr17-00222194221085668","doi-asserted-by":"publisher","DOI":"10.4159\/9780674041318"},{"key":"bibr18-00222194221085668","volume-title":"Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction","author":"National Reading Panel","year":"2000"},{"key":"bibr19-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.97.3.299"},{"key":"bibr20-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/0165025409343765"},{"key":"bibr21-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540-5826.2008.00264.x"},{"key":"bibr22-00222194221085668","volume-title":"A national profile of the classroom experiences and academic performances of students with learning disabilities: A special topic report from the Special Education Elementary Longitudinal Study","author":"Schiller E.","year":"2008"},{"key":"bibr23-00222194221085668","unstructured":"SRI International. (2002). Special Education Elementary Longitudinal Study (SEELS) [Data tables and reports]. http:\/\/www.seels.net\/grindex.html"},{"key":"bibr24-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1037\/spq0000170"},{"key":"bibr25-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1007\/s10802-015-0003-1"},{"key":"bibr26-00222194221085668","volume-title":"Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Combined user\u2019s manual for the ECLS-K eighth grade and K-8 full sample files and electronic codebooks","author":"Tourangeau K.","year":"2009"},{"key":"bibr27-00222194221085668","author":"U.S. Department of Education, National Center for Education Statistics","year":"2002","journal-title":"Early Childhood Longitudinal Study\u2014Kindergarten Class of 1998-99 (ECLS-K, psychometric report for kindergarten through first grade"},{"key":"bibr28-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/10634266050130010301"},{"key":"bibr29-00222194221085668","doi-asserted-by":"publisher","DOI":"10.3102\/0034654313477212"},{"key":"bibr30-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/001440291107800106"},{"key":"bibr31-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/0741932512448253"},{"key":"bibr32-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/0022219413477476"},{"key":"bibr33-00222194221085668","doi-asserted-by":"publisher","DOI":"10.1177\/0014402920960655"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194221085668","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/00222194221085668","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194221085668","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T06:40:52Z","timestamp":1777617652000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/00222194221085668"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,4,30]]},"references-count":33,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2023,3]]}},"alternative-id":["10.1177\/00222194221085668"],"URL":"https:\/\/doi.org\/10.1177\/00222194221085668","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,4,30]]}}}