Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status

This study explored the effects of Specific Learning Disability (SLD) and socioeconomic status (SES) on the longitudinal development of reading and math from kindergarten through fifth grade in the nationally-representative ECLS-K:2011 dataset. First we used hierarchical linear modeling (HLM) to compare reading and math skills at school entry and growth rates through fifth grade between children with SLD (N=540) and their typically developing (TD) peers (N=8,650). Although most children were not identified with SLD until third grade or later, this group exhibited significantly lower academic skills at kindergarten entry. Students with SLD had steeper initial growth in reading and math; however, these different rates of change were insufficient to close the initial gaps, resulting in largely stable group differences over time. We then examined the interaction between SLD and SES. No significant differences were observed in reading or math growth by SES for children with SLD versus TD children. However, the gap in reading achievement at school entry favoring higher SES children was significantly narrower among children with SLD. This reduced SES gap among students with SLD as compared to TD children suggests that higher SES may be less protective for reading for children with SLD, and that the intersection of risk factors may lead to compounding disadvantages in early literacy. There was no interaction between SLD and SES in math achievement. Results underscore the need for early identification, prevention, and intervention, and indicate how the intersectionality of risks may have a varying impact across academic domains.