We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades. Multivariate growth mixture modeling yielded four classes of combined reading and mathematics trajectories for students with LD. The largest class of students with LD (Class 2, 54.3%) showed mean T-scores for both achievement domains that averaged about 1 SD below the mean, with modest decline over time. Almost a quarter of the sample (Class 1, 22.3%) displayed mean T-scores in both achievement areas near the peer-normed average; these students were mostly White, from higher socioeconomic status (SES) backgrounds, and had experienced earlier classification as LD as well as shorter duration of LD service. Classifying heterogeneity in longitudinal trajectories of both achievement areas shows promise to better understand the educational needs of students classified LD.

我们在 1998 年至 1999 年幼儿园班级的早期儿童纵向研究 (ECLS-K) 中检查了被识别为学习障碍的学生亚组 (LDs；N = 630) 的程度：1998 年全国纵向研究显示阅读和阅读的纵向概况存在异质性一年级到八年级的数学成绩。多变量增长混合模型为 LD 学生生成了四类综合阅读和数学轨迹。患有 LD 的最大班级学生（第 2 班，54.3%）显示两个成就领域的平均T分数平均低于平均水平约 1 个标准差，并且随着时间的推移适度下降。几乎四分之一的样本（第 1 类，22.3%）显示平均T-两个成就领域的得分均接近同行平均水平；这些学生大多是白人，来自较高的社会经济地位 (SES) 背景，并且经历过较早的 LD 分类以及较短的 LD 服务时间。对两个成就领域的纵向轨迹中的异质性进行分类表明有望更好地了解分类为 LD 的学生的教育需求。