In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD, n = 627) and typically developing students (n = 14,146). Students were tested for their vocabulary breadth and passage comprehension skills in Kindergarten through fourth grade. For typically developing students, there were bidirectional influences between their vocabulary knowledge and reading comprehension skills. There were no cross-lagged influences across constructs for students with an LD. We find evidence for a developmental delay, such that students with an LD had similar levels and gains in their vocabulary knowledge relative to typically developing students, but these students started much lower in their reading comprehension skills and did not catch up to their typically developing peers. We discuss the implications for children with learning disabilities and the development of their reading comprehension skills.

中文翻译：

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有学习障碍和无学习障碍的学生在词汇知识和阅读理解方面的差异化协同发展。

在这项针对 Title 1 学校 (N = 14,773) 学生的大规模研究中，我们使用多组潜在变化评分 (LCS) 模型来调查有学校认定的学习障碍学生的词汇知识与阅读理解之间的发展关系（LD，n = 627）和典型的发展中学生（n = 14,146）。从幼儿园到四年级，学生们接受了词汇广度和文章理解能力的测试。对于一般发展中的学生，他们的词汇知识和阅读理解能力之间存在双向影响。对于 LD 的学生，跨结构没有交叉滞后影响。我们找到了发育迟缓的证据，LD 学生的词汇知识水平和增长与正常发展的学生相似，但这些学生的阅读理解能力开始低得多，并没有赶上他们典型的发展同龄人。我们讨论了对有学习障碍的儿童的影响以及他们阅读理解能力的发展。