Reading and Math Achievement Profiles and Longitudinal Growth Trajectories of Children with an Autism Spectrum Disorder / Xin Wei, Elizabeth R. A. Christiano and Jennifer W. Yu.
This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an ASD. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%), and low...
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| Language: | English |
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| 100 | 1 | |a Wei, Xin. | |
| 245 | 1 | 0 | |a Reading and Math Achievement Profiles and Longitudinal Growth Trajectories of Children with an Autism Spectrum Disorder / |c Xin Wei, Elizabeth R. A. Christiano and Jennifer W. Yu. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2015. | |
| 300 | |a 1 online resource (27 pages) | ||
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| 500 | |a Sponsoring Agency: National Science Foundation (NSF). |5 ericd. | ||
| 500 | |a Contract Number: R324A120012. |5 ericd. | ||
| 500 | |a Contract Number: HRD1130088. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an ASD. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%), and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter-word identification, the hyperlexia group on conversation abilities, and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. [This paper was published in "Autism: The International Journal of Research and Practice" v19 n2 p200-210 Feb 2015 (EJ1050972).] | ||
| 524 | |a Grantee Submission. |2 ericd. | ||
| 650 | 0 | 7 | |a Autism. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Ability. |2 ericd. |
| 650 | 0 | 7 | |a Hierarchical Linear Modeling. |2 ericd. |
| 650 | 0 | 7 | |a High Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Learning Disabilities. |2 ericd. |
| 650 | 0 | 7 | |a Likert Scales. |2 ericd. |
| 650 | 0 | 7 | |a Low Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Low Income Groups. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Parents. |2 ericd. |
| 650 | 0 | 7 | |a Pervasive Developmental Disorders. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Socioeconomic Status. |2 ericd. |
| 650 | 0 | 7 | |a Special Education. |2 ericd. |
| 650 | 0 | 7 | |a Statistical Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Student Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Word Recognition. |2 ericd. |
| 650 | 0 | 7 | |a Interpersonal Competence. |2 ericd. |
| 650 | 0 | 7 | |a Achievement Tests. |2 ericd. |
| 700 | 1 | |a Christiano, Elizabeth R. A., |e author. | |
| 700 | 1 | |a Yu, Jennifer W., |e author. | |
| 700 | 1 | |a Wagner, Mary, |e author. | |
| 700 | 1 | |a Spiker, Donna, |e author. | |
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