| Sumario: | New research indicates that adults should keep an eye on the skills of slightly older children to identify possible learning difficulties. In a study of 161 fourth- and fifth-graders, published in the Journal of Educational Psychology, researchers from Bryn Mawr College in Pennsylvania and Haskins Laboratories in Connecticut discovered that under a third of the 31 kids suffering from late-emerging reading problems, those that emerge in the fourth grade or later, had been identified by their schools. One-third of children who had late-emerging reading disabilities had poor reading comprehension yet demonstrated strong word recognition, a pattern rarely witnessed in children with early reading problems. According to Hollis Scarborough, a coauthor of the study, late-emerging reading disabilities can be quite sudden in coming on but are often dismissed as a temporary lapse in learning, an oversight that can lead to learning problems later on.
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