TY - JOUR
T1 - Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments
AU - Woods, Adrienne D.
AU - Morgan, Paul L.
AU - Wang, Yangyang
AU - Farkas, George
AU - Hillemeier, Marianne Messersmith
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences (grant no. R324A200166) and an infrastructure grant to the Population Research Institute from Eunice Kennedy Shriver National Institute of Child Health and Human Development (grant no. P2CHD041025).
Publisher Copyright:
© Hammill Institute on Disabilities 2023.
PY - 2023
Y1 - 2023
N2 - The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently unclear. In this registered report, we analyzed national data from the Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 (ECLS-K: 2011) using student-fixed effects with a lagged dependent variable estimated by maximum likelihood to assess (a) whether being assigned an Individualized Education Program (IEP) and so receiving special education services affects individually measured reading achievement for students with LD or SLI (N = 2,400) and (b) heterogeneity in the effect of having an IEP for different demographic groups. We observed small, negative effects in early grades (d = −0.09) but larger, positive effects in later grades (ds = 0.29–0.67). These more negative early effects primarily occurred among students identified with SLI, male students, and students who faced socioeconomic barriers. Effects were more positive for students who are Black, Hispanic, or who exited special education.
AB - The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently unclear. In this registered report, we analyzed national data from the Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 (ECLS-K: 2011) using student-fixed effects with a lagged dependent variable estimated by maximum likelihood to assess (a) whether being assigned an Individualized Education Program (IEP) and so receiving special education services affects individually measured reading achievement for students with LD or SLI (N = 2,400) and (b) heterogeneity in the effect of having an IEP for different demographic groups. We observed small, negative effects in early grades (d = −0.09) but larger, positive effects in later grades (ds = 0.29–0.67). These more negative early effects primarily occurred among students identified with SLI, male students, and students who faced socioeconomic barriers. Effects were more positive for students who are Black, Hispanic, or who exited special education.
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U2 - 10.1177/07319487231154235
DO - 10.1177/07319487231154235
M3 - Article
AN - SCOPUS:85150338701
SN - 0731-9487
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
ER -