A Follow-Up Study of 52 Learning Disabled Adolescents

Erwin K. Levin · Naomi P. Zigmond · Jack W. Birch

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Disability Education and Employment Educational Outcomes and Influences Developmental and Educational Neuropsychology

Abstract

This study was designed to document, four years later, the progress of 52 LD adolescents who entered a special education program in the ninth grade. The sample were “typical” LD adolescents: old for their grade placement, with severe reading retardation and moderate math retardation. Theoretically, these students should have been in 12th grade at the time of follow—up. In fact, 16 were still enrolled in a special education high school program; seven were still in high school but in regular classes full—time; twenty—four had stopped attending high school; and five could not be located. Thirty—four students (all those still in school and 11 of the dropouts) were retested on academic skills. Results indicated impressive gains for all students although approximately half the achievement growth had taken place in the first year of the LD program. The 11 dropouts were also interviewed about the circumstances of their school leaving. A majority reported that they had been encouraged to leave school before graduation because of persistent, academic, behavior and attendance problems. Data available to the school district at the time of placement into the ninth—grade special education program were utilized in a step—wise discriminant analysis, for predicting status at follow—up. The discriminant analysis was quite poor at identifying students who would leave school.

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References

2012Reading Research Quarterly 1964Specific reading disability: Follow-up studies.1980Characteristics of Children Labeled and Served as Learning Disabled in School Systems Affiliated With Child Service Demonstration Centers 1983Self-Concept in Learning Disabled Adolescents 1975SLD Children: A Ten-Year Follow-Up

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1997Risk, Resilience, and Adjustment of Individuals with Learning Disabilities 1996Validity of General Outcome Measures for Predicting Secondary Students' Performance on Content-Area Tasks 2009Violence Exposure Among Children with Disabilities 1988Effectiveness of a Concept Teaching Routine in Enhancing the Performance of LD Students in Secondary-Level Mainstream Classes 2010Creating a Progress-Monitoring System in Reading for Middle-School Students: Tracking Progress Toward Meeting High-Stakes Standards 1993Performance in Reading From Content Area Text as an Indicator of Achievement 2003An Examination of the Effects of Repeated Readings with Secondary Students 1986Teaching Content Area Material to Learning Disabled Students

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