Barbot, BaptisteKrivulskaya, SuzannaHein, Sascha D.Reich, JodiThuma, Philip E.Grigorenko, Elena L.2019-12-022019-12-025/1/2017Copyright 2016 Developmental Science. This is a post-print version of a published paper that is available at: https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12313. Recommended citation: Barbot, Baptiste, Suzanna Krivulskaya, Sascha Hein, Jodi Reich, Philip E. Thuma, and Elena L. Grigorenko. "Identifying learning patterns of children at risk for specific reading disability." Developmental science 19, no. 3 (2016): 402-418. doi:10.1111/desc.12313. This item has been deposited in accordance with the publisher copyright and licensing terms and with the author's permission.https://hdl.handle.net/10657/5498Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed.en-USVocabulary developmentLearningArticle