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Grade retention among students with learning disabilities
Author(s) -
Barnett Katherine P.,
Clarizio Harvey F.,
Payette Karen A.
Publication year - 1996
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199610)33:4<285::aid-pits3>3.0.co;2-m
Subject(s) - learning disability , psychology , special education , referral , grade retention , reading comprehension , reading (process) , developmental psychology , mathematics education , academic achievement , medicine , family medicine , political science , law
Abstract This study explored the rates of grade retention among children with undiagnosed learning disabilities. During the 1990–91 school year, data were collected on 344 Michigan students who were referred for special‐education evaluation due to learning problems. Of the 201 students determined to possess a learning disability (LD), 71.6% had been retained at least once before they were referred for special‐education evaluation. Minority and urban LD students were more apt to be retained before being referred for evaluation. Retained LD students were usually one year older than nonretained LD students at the time of special‐education referral. Although retention among LD students did not appear to be related to gender or grade placement, retained LD students generally exhibited lower levels of intelligence and weaker skills in reading comprehension, writing, and math at the time of their referral. © 1996 John Wiley & Sons, Inc.