The Stability of Reading and Writing Skills for Middle-School Students With and Without Dyslexia


  • Amanda M. Kern University of Nebraska at Omaha
  • Derek B. Rodgers University of Nebraska at Lincoln



The purpose of this study was to measure reading and writing skills over time for middle school students with and without dyslexia. Seven participants in grades 6-8 participated in a 10-week assessment study. Five of seven participants were diagnosed with dyslexia. The first four sessions occurred during the last four weeks of participants’ academic years, and the remaining six sessions occurred during their first six weeks of summer break. Researchers met online with students to collect weekly oral reading and written expression data via curriculum-based measures. We used multilevel modeling to examine a) the change in performance level on reading and writing tasks immediately following the conclusion of the academic year and b) overall trends of reading and writing skills to examine the stability of the participants’ skills. Results show that participants maintained their literacy skills over the measurement period. Individuals with dyslexia underperformed compared to their peers without dyslexia.

Author Biographies

Amanda M. Kern, University of Nebraska at Omaha

Dr. Kern received her Ph.D. from the University of Massachusetts Amherst.  She is currently an assistant professor of special education in the Department of Special Education and Communication Disorders at the University of Nebraska at Omaha. 

Derek B. Rodgers, University of Nebraska at Lincoln

Dr. Rodgers received his Ph.D. from the University of Iowa.  He is currently a clinical assistant professor of special education in the Department of Special Education and Communication Disorders at the University of Nebraska at Lincoln. 


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