Risk For Academic Difficulties Research Articles

Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs

AbstractThis study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction: English language of instruction (ELoI), and Early French Immersion (EFI). The proportion of students (n = 131) meeting the provincial standard in reading, writing, and mathematics and the effect of gender, place of birth, socio-economic status, English proficiency level, and program were analyzed. Writing was the strongest domain, followed by reading and mathematics. ML-SEN students were equally likely to meet the provincial standard whether in ELoI or EFI, and there were few significant predictors of achievement. Participating in EFI did not increase students’ risk of academic difficulty. Additional supports may be beneficial to ML-SEN students in ELoI and EFI programs.

Neuropsychological outcome in survivors of congenital diaphragmatic hernia at 5 years of age, what does it tell?

Previous studies have frequently reported neurocognitive deficits in children born with congenital diaphragmatic hernia (CDH) at school age, which may contribute to academic difficulties. Yet, age at onset of these deficits is currently unknown. We evaluated neurocognitive skills with possible determinants in preschool children born with CDH. Eligible 5-year-old children born with CDH (2010–2015) who participated in our prospective structural follow-up program were included. We used the WPPSI-III to assess intelligence, subtests of the Kaufman-ABC for memory, and NEPSY-II to assess inhibition and attention. We included 63 children. Their test scores generally were within or significantly above normal range: total IQ = 103.4 (15.7) (p = 0.13); Verbal memory = 10.2 (2.8) (p = 0.61); Visuospatial memory = 11.4 (2.6) (p < 0.01); Inhibition = 10.5 (2.2), (p = 0.10). In univariable analyses, length of ICU-stay was negatively associated with IQ, and maximum vasoactive inotropic score and open repair were negatively associated with inhibition skills. In multivariable regression analysis, the latter association remained (B = 5.52, p = 0.04 (CI 0.32–10.72)). Conclusions: In these tested 5-year-old children born with CDH, neuropsychological outcome was normal on average. While problems in 8-year-olds are common, we did not detect onset of these problems at age 5. Yet, we cannot rule out that this cohort had a relatively mild level of disease severity; therefore, conclusions should be interpreted with caution. However, given the growing-into-deficit hypothesis, meaning that deviant brain development in early life is revealed once higher cognitive brain functions are demanded, follow-up should be conducted up to school age, and preferably beyond.What is Known:• Children born with CDH are at risk for academic difficulties at school age.• Whether these difficulties can be detected already before school age is unknown.What is New:• At age 5 years, intelligence, inhibition, attention, and memory skills were all within normal range, or even above, in children with CDH. This is supportive of the growing-into-deficit hypothesis in this patient population.• Those who underwent open surgical correction had poorer inhibition skills than those who were corrected with minimal access surgery.

Using a one-minute screener to identify students at risk for academic difficulties

Multiple regression data from a teacher-completed one-minute rating scale (i.e., the Brief Behavior, Academic, and Social Screener; B-BASS) predicted academic risk of 198 third- through fifth-grade rural elementary students; teacher ratings across 16 B-BASS items within cognitive, social/emotional, socioeconomic/family, and executive functions domains predicted 81.4% and 66.2% of the variance in high-stakes End-of-Grade Tests of English Language Arts/Reading and Mathematics, respectively. The psychometric properties of this universal screener (e.g., test-retest reliabilities) are strong given its brief nature; consequently; the B-BASS is recommended for screening at-risk status in a number of academic and social areas. Implications, limitations, and specific recommendations are discussed.

Reading Ability in Patients With Tuberous Sclerosis Complex: Results of Chinese Character Reading and Reading Comprehension Tests.

BackgroundMost tuberous sclerosis complex (TSC) patients have neurological disorders and are at high risk of academic difficulties. Among academic skills, reading ability is the most important academic skill. The study applied the Chinese character fluency test to measure the word recognition and reading comprehension of TSC children to observe whether they have the characteristics of reading disability, as an indicator of the spectrum of reading ability in TSC patients.MethodsThe patients were assessed using the Chinese character fluency test and reading comprehension test to explore the differences in reading ability in terms of gender, age, epilepsy history, genotype, and intelligence level.ResultsOf the 27 patients, the assessment of reading accuracy showed statistical differences between intellectual level > 80, PR (p = 0.024), and pass numbers (p = 0.018). For the fluency assessment, there was a difference between different intellectual level (p = 0.050). In the reading comprehension test, there was differences for intellectual level in positivity (p = 0.07) and pass numbers (p = 0.06).ConclusionThe Chinese character fluency and reading comprehension test measure the word recognition and reading comprehension and the spectrum of reading ability in TSC patients. All individuals with TSC, especially those with below average of intellectual ability, should be considered for potential academic difficulties.

29.4 COULD POLYGENIC VARIATION UNDERLYING GENERAL COGNITIVE ABILITY IDENTIFY CHILD PSYCHIATRIC OUTPATIENTS AT RISK FOR ACADEMIC DIFFICULTIES?

Child psychiatric outpatients are at risk for academic difficulties on average but show substantial individual differences. Identifying novel ways to stratify youth who are at greatest risk for academic underachievement could extend opportunities for early identification and intervention. Recently, Savage et al (2018, Nature Genetics) identified polygenic variation that underlies general cognitive functioning. This type of common genetic variation would show potential for risk stratification if it were to track with academic difficulties in clinical populations and provide information over and above that which could be obtained from cognitive phenotypes. Here, we examined these possibilities in a generalizable clinical sample.

Academic skills, self-perceptions, and grades in university students with a history of multiple concussions: The mediating roles of processing speed and psychological symptoms

Objective: This study determined if university students with a history of multiple concussions may be at risk for academic difficulties and poor academic performance. We investigated if executive functioning, processing speed, and/or psychological symptoms might partially account for differences in academic performance of students with and without a history of multiple concussions. Method: University students with a history of three or more concussions (n = 58), one concussion (n = 57), or no concussion (n = 57) completed academic, cognitive, and psychological assessments. Results: Students with a history of multiple concussions read fewer words per minute and reported more learning difficulties than the no concussion group. Processing speed mediated the association between concussion status and reading rate. Psychological symptoms mediated the association between concussion status and self-reported learning difficulties. Conclusion: University students with a history of multiple concussions may be at risk for poor academic outcomes due, at least in part, to slower processing speed and psychological symptoms.Treatment of psychological symptoms, cognitive rehabilitation to augment processing speed, and academic accommodations might improve academic outcomes for students with a history of three or more concussions.

Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners?

This study investigated the prevalence of latent classes at risk for reading or math disabilities in elementary-age children whose first language is Spanish. To this end, children ( N = 394) in Grades 1, 2, and 3 were administered a battery of vocabulary, reading, math, and cognitive measures in both Spanish and English. Three important findings occurred. First, five latent classes emerged (average achievers, poor achievers, reading disabled, English language learners, Spanish-dominant achievers) that varied in language and achievement scores. Second, probability estimates indicated that 10% of the total sample was at risk for learning disabilities (below cutoff score), and approximately 40% of the sample reflected a language acquisition group not at risk for academic difficulties. Finally, the best model for correctly predicting the odds of latent classes differing from average achievers included English measures of short-term memory, naming speed, and the executive component of working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of children identified as English learners and that children at risk for specific learning disabilities can be separated among a heterogeneous sample of children who are acquiring English as a second language.

Birth rank as a determinant of academic achievement:results from a European survey of primary school children

ABSTRACT The present study investigates the relationship between birth rank and academic achievement of children in a cross-country study to examine whether firstborn children perform better in primary school than later-born children when controlling for individual, social and parental characteristics. Data were drawn from the School Children Mental Health in Europe (SCMHE) study, which included samples from Bulgaria, Germany, Italy, Netherlands, Lithuania, Romania and Turkey (n = 7,518). Children’s academic performance in reading and mathematics was evaluated by teachers and parents reported sociodemographic variables including birth rank and parental attitudes. Controlling for individual, sociodemographic variables and parental attitudes in multinomial regressions, first- or second-born children displayed greater performance in mathematics and in reading as compared to children whose birth rank was third or above. Children from large families, especially when they are not first- or second-born appear to be at greater risk for academic difficulties and should benefit from targeted prevention efforts.

Enrollment patterns and students’ risk of academic difficulty

PurposeExperiencing academic difficulty can deter students’ academic momentum, decreasing the speed with which they complete coursework and increasing the odds that they will not persist to a credential. The purpose of this paper is to expand upon an existing framework that investigates students’ academic difficulty in co-enrolled courses by adding additional co-enrollment variables that may influence academic performance in introductory gateway courses.Design/methodology/approachThis study uses quantile regression to better understand academic difficulty in co-enrolled courses and the impact that students’ co-enrollment patterns may have on their success in focal introductory gateway courses.FindingsThis study revealed significant relationships between student success and co-enrollment patterns, including: the disciplinary alignment of the course with a student’s major, the student’s co-enrollment in other difficult courses and experiencing below average academic performance in a co-enrolled course. Further, impact of these relationships often differed by students’ performance quantile in the focal course.Practical implicationsThe results point to factors related to the student and their co-enrolled courses that faculty, academic advisors and curriculum committees can consider as they design general education requirements within and across disciplinary majors.Originality/valueThis approach advances the understanding of how a prescribed curriculum produces interdependent pathways that can promote or deter students’ success through the organization of curricular requirements and student course taking. The paper provides a generalizable methodology that can be used by other universities to investigate curricular pathways that have the potential to reduce student success.

Neurocognitive processes underlying academic difficulties in very preterm born adolescents

ABSTRACTVery preterm birth is associated with academic difficulties, but the underlying neurocognitive mechanisms of these difficulties remain largely unclear. The present study aimed to assess the role of working memory (WM), attentional processes, and processing speed in academic difficulties of very preterm born adolescents at 13 years. Participants included 55 very preterm and 61 full-term adolescents. Academic performance, visuospatial WM, alerting, orienting, executive attention, sustained attention, and processing speed (simple and choice reaction time [RT]) were compared between groups. Mediation analyses with multiple, parallel mediators were performed to examine whether these functions mediate the relation between very preterm birth and academic performance. Very preterm born adolescents showed poorer reading comprehension, arithmetic, visuospatial WM, alerting, sustained attention, and choice RT than full-term controls. The relationship between very preterm birth and arithmetic was mediated by visuospatial WM, sustained attention, and choice RT. The relationship between very preterm birth and reading comprehension was mediated by visuospatial WM and choice RT. The findings indicate that very preterm birth affects arithmetic and reading comprehension through its negative effect on visuospatial WM, sustained attention, and processing speed. These neurocognitive processes may identify very preterm born children at risk for academic difficulties and could serve as targets for interventions.

The Synergy of Teacher-Child Dependency and Temperament for Children’s Early Language Skills

ABSTRACTShy children are less likely to interact with peers and teachers, ask questions, and participate in classroom activities. Children low in attention and inhibitory control also perform worse academically. Although research indicates children’s relationships with teachers may be protective for children at risk for academic difficulties, less is known about the role of dependent teacher-child relationships and the consequences for learning. This study examines the interplay of inhibitory control, attention, shyness, and dependency as predictors of preschoolers’ expressive- and receptive-language skills. The sample is 104 children in 22 classrooms. Research Findings: Multilevel models revealed four findings. First, both parent and teacher ratings of children’s attention were positively associated with language skills. Second, the association between teacher ratings of shyness and children’s language skills was contingent on the level of teacher-child dependency. Third, teacher-child dependency was positively linked to more expressive-language skills in the teacher-report model. Fourth, dependency and inhibitory control worked synergistically in the parent-report model to predict expressive language. Results suggest that dependency may have protective aspects for some children in early childhood but could also be negative for other children. Practice and Policy: Teachers can organize their relationship style depending on child’stemperament to provide nurturing environment for children’s language skills.

Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities

Abstract The aim of the current study was two-fold. It aimed (i) to examine how a multi-component task, as well as more specific executive function (EF) tasks, are related to a wide range of early literacy (phonological awareness, orthographic knowledge, word writing) and emergent mathematical abilities; and (ii) to broaden our understanding of the similar (domain-general) or differential (domain-specific) nature of these relations. The study was conducted in the northern part of Israel. Our results indicated that the multi-component task Head-Toes-Knees-Shoulders, which taps most EF components (attentional control, inhibition, shifting, and working memory) significantly contributed to most domains of preschool academic development. These included orthographic knowledge and emergent mathematical abilities even after controlling for the role of background cognitive skills. The findings showed that EF tasks have domain-general predictive power for pre-academic abilities that are less automatic and require more effortful processing of information such as word writing at preschool age. Moreover, our results provide clear empirical evidence for the psychometric validity of the multi-component task as a tool that can assess individual differences in EFs for the early identification of children at risk for academic difficulties. This finding can contribute to practitioners searching for an ecologically valid, age-appropriate, and age-sensitive measure of EF abilities as a diagnostic tool.

Effects of a Reading Fluency Intervention on Middle School Students Attending a Residential Treatment Center for Youth with Emotional and Behavioral Disorders

In the USA, students with emotional and behavioral disorders (EBD) are among the most vulnerable to have reading difficulties, experience general academic failure, and drop out of school. Students with EBD who receive schooling in residential treatment centers are at even greater risk for academic difficulties. To date, very little research has examined the impact of reading interventions for students educated within a residential treatment center. The primary goal of this two-part study was to evaluate the effects of a reading intervention with four students with EBD who were attending a residential treatment center. Each student received an evidence-based reading fluency intervention to increase their reading skills, and data collected in a multiple baseline design across participants demonstrated that each student responded favorably to the intervention. Standardized reading assessments, administered pre-post, supported evidence of intervention effectiveness. Implications for applied research and practice are discussed, including the implications for using participants’ feedback to modify and enhance intervention procedures.

Gated Screening Frameworks for Academic Concerns: the Influence of Redundant Information on Diagnostic Accuracy Outcomes

Recent research suggests using multiple screening measures to identify students at risk for academic difficulties may decrease the number of students incorrectly identified as such. Gated frameworks in which students that score below a cut-score on an initial measure are assessed with a follow-up measure have been recommended. Researchers have posited that gated screening practices that use measures that explain unique variance in the outcome of interest will yield optimal results. We assessed the degree to which the correlation between screening measures and an outcome, the correlation among screening measures, and cut-score thresholds influenced diagnostic accuracy outcomes. Screening measures that were highly correlated with one another were less effective at reducing false positive classifications than screeners that were less correlated. Further, using screeners that were highly correlated with one another yielded slight but statistically significant reductions in false positive rates compared to using results from a single screening measure.

Early identification of children at risk for academic difficulties using standardized assessment: stability and predictive validity of preschool math and language scores

ABSTRACTDespite the claim by several researchers that variability in performance may complicate the identification of ‘at-risk’ children, variability in the academic performance of young children remains an undervalued area of research. The goal of this study is to examine the predictive validity for future scores and the score stability of two widely administered Dutch preschool tests. Specifically, the focus was on their suitability for identifying children that are at risk for academic difficulties. To evaluate at-risk identification using early standardized assessment, language and math scores were collected over a four-year period (N = 431). Score stability was evaluated by means of transition rates and score differences. Predictive validity was assessed using a mixed model. The majority of low-scoring children showed broad fluctuations in scores, although 12% to 17% did remain relatively stable in their scores. Correlations between preschool scores, and first- and second-grade language and math measurements were estimated at between .09 and .30. The longitudinal design of this study illustrates how assessment scores can fluctuate over time, which is a problem that may be inherent in this age group but one that warrants greater attention. This study provides a transparent evaluation of the suitability of assessments used for identifying children at risk for academic difficulties.

Translating Assessment into Effective School Services for Students with Epilepsy

Children and adolescents with epilepsy are at increased risk of academic underachievement compared with siblings and healthy peers. Studies suggest that approximately 17 to 30% of children with epilepsy have intellectual disabilities; however, the heightened risk for academic difficulties has been shown in multiple samples of children with epilepsy, including those without intellectual disabilities, and also in children whose epilepsy is well controlled. Notably, learning problems are often identified before the first presenting seizure and are thought to reflect the underlying brain condition. Academic underachievement is most likely multifactorial, resulting from the impact of neurological, seizure, neuropsychological, medication, consistency of school attendance, and psychosocial variables. Several federal statutes ensure that all children in the United States have access to a free and appropriate public education. Despite the knowledge that children and adolescents with epilepsy are at high risk for poor school performance, many do not receive services. Neuropsychological evaluation can help inform appropriate direct services, educational goals, modifications, and accommodations within the school setting. Translation of evaluation findings into recommendations for effective educational programming and helping school personnel understand the unique needs of the children and adolescents with epilepsy will allow for informed school team decisions regarding how to promote academic success.

French Immersion “So Why Would You do Something Like That to a Child?”

French Immersion (FI) continues to grow in popularity and diversity across Canada. However, the suitability of immersion for academically challenged students has often been questioned. This study explored English teachers' beliefs and practices, particularly as they relate to the suitability of French immersion for various learners. It also explored ways by which English teachers frame issues of accessibility to FI for students at risk for academic difficulties. Data revealed that myths about second language education still permeate the system in ways that potentially impact who as access to the FI program. Findings also highlight that the sociocultural and sociopolitical context of this study influences and is being influenced by beliefs about and attitudes toward second language learning. The widespread existence of beliefs and practices grounded in myths or traditional views about second language acquisition points to a need for greater education about issues that potentially limit access to FI.

Full-day kindergarten and children's later reading: The role of early word reading

Full-day kindergarten is one means to improve the academic skills of children, particularly those at risk for academic difficulties. Full-day children generally earn higher end-of-kindergarten reading scores than those in half-day. Unfortunately, the benefit of full-day programs fades shortly after kindergarten. Research, however, has not considered whether the specific reading skills children attain in kindergarten help sustain the full-day kindergarten benefit. This study examined full- and half-day kindergarten children's early word reading attainment (composite of letter knowledge, beginning sounds, ending sounds, and sight words) and its association with reading in elementary school. Full-day children were more likely to attain early word reading by the end of kindergarten which, in turn, predicted higher reading scores in first, third, and fifth grades. Early word reading attainment was associated with decreased SES–related reading gaps in elementary school.

Preliminary Evidence of the Technical Adequacy of Additional Curriculum-Based Measures for Preschool Mathematics

There has been increased attention to the development of assessment measures for evaluating mathematical skills in young children in order to inform instruction and intervention. However, existing tools have focused primarily on number sense with little attention to other areas of mathematical thinking such as geometry and algebra. The purpose of this study is to describe preliminary reliability and validity evidence for several curriculum-based measures designed to assess mathematical skills in preschool children. Interscorer, test–retest, alternate-form reliability, and concurrent validity of five tasks—Cardinality, Pattern Completion, Shape Naming Fluency, Shape Selection Fluency, and Shape Composition—were examined in a small sample of preschool-age children at risk for academic difficulties because of demographic characteristics. Results indicated strong interscorer reliability, moderate to strong test–retest reliability, and adequate alternate-form reliability. Concurrent validity coefficients ranged from weak and nonsignificant to strong, positive significant correlations. However, non-domain specific correlations were demonstrated, and there was no clear pattern of convergent and divergent validity. Findings are discussed in the context of necessary research in early math measurement for preschoolers.

A Brief Broadband System for Screening Children at Risk for Academic Difficulties and Poor Achievement Test Performance: Validity Evidence and Applications to Practice

The Brief Academic Competence Evaluation Screening System (BACESS) is a broadband universal screening instrument with three increasingly stringent phases for the identification of children at risk for academic and related behavior difficulties. The development of the BACESS involved two samples of students: K–5 students (n = 827) from the standardization sample of the Academic Competence Evaluation Scales (J. C. Diperna & S. N. Elliott, 2000) and a sample of 584 students in Grades 2–5 in 2 South Carolina schools. A total of 29 teachers completed 1 or more phases of the BACESS. The BACESS ratings and students’ year-end standardized achievement test scores were the primary predictor variables in the analyses. The results indicated that the BACESS “Phase 1: Nominations” and “Phase 2: Brief Ratings” correlated significantly with large-scale achievement test results. Phase 1 of the BACESS was a better predictor than Phase 2 across various linear regression models. Teachers perceived BACESS as an effective structure to help them conceptualize students’ difficulties and formulate appropriate intervention strategies in a multitiered intervention system.