Group performance differences in reading, math, and science by fourth graders with and without communication disorders.

PURPOSE: Theoretical perspectives of learning academic subjects and curricular standards highlight the critical role of language ability. Thus, it is important to assess the academic achievement of children with language deficits to ensure the development of interventions to facilitate success in the classroom. This investigation aimed to compare the performance of fourth graders with communication disorders (ComDis) to those with typical language development (GenEd) on measures of reading, mathematics, and science achievement. Interaction effects of gender and income with language status were examined. METHODS: Data were from an extant dataset, the Early Childhood Longitudinal Study Kindergarten Class of 2010-11. ANOVA compared performance on measures of reading, mathematics, and science in ComDis and GenEd fourth graders and the relation of gender and income. RESULTS: For all three subjects, GenEd students scored higher than ComDis students, and upper-income students earned significantly higher scores than middle-income students, who earned significantly higher scores than low-income homes. Mathematics was a relative strength for children across communication status, income, and gender. A female advantage was found in reading, but not in mathematics or science. CONCLUSION: Communication deficits and low-income status adversely impact mastery of academic content. It is critical that speech-language pathologists collaborate with content-area teachers to ensure academic success for these children.