Work

Academic Achievement and Engagement During the Transition to Middle Childhood: Comparisons by Learning Disability Status

Year: 2024

Type: article

Abstract: Engagement and academic achievement are generally correlated among elementary school students without learning disabilities (LDs). However, it is unclear if this pattern holds for students with LDs, who have lower achievement and engagement than their peers. This study examined whether links between achievement and student-reported behavioral engagement operate differentially for students with and without LDs in a nationally representative U.S. sample ( N ≈ 15,660). Multiple group path analyses demonstrated that associations between third- and fourth-grade achievement were stronger for students with LDs, compared with students without LDs. For children without LDs, engagement mediated all pathways from third-grade to fourth-grade achievement. For students with LDs, engagement only mediated the pathway from third-grade math to fourth-grade reading. Overall, our study emphasizes the crucial role of early achievement for later school success, particularly for students with LDs. We discuss the importance of early intervention to support LD students’ academic achievement and engagement.

Source: Learning Disability Quarterly

DOI: 10.1177/07319487241288222

Authors: Rachelle M. Johnson, Jenna E. Finch

Institutions: Florida State University, University of Nebraska–Lincoln

Language: English

Topic: Developmental and Educational Neuropsychology

Subfield: Neuropsychology and Physiological Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being, Reduced inequalities

Open Access status: bronze

Funders: University of Nebraska-Lincoln, Institute of Education Sciences