Self-Concept and Learning Disabilities: The Early Childhood Longitudinal Study Results
| dc.contributor.author | Strein, William | |
| dc.date.accessioned | 2014-10-12T19:17:06Z | |
| dc.date.available | 2014-10-12T19:17:06Z | |
| dc.date.issued | 2006-03-31 | |
| dc.description.abstract | Using the ECLS-K national database, this study compared the self-concepts in reading, math, general academic (all-subjects), and peer areas for third-grade students with and without identified learning disabilities. Unlike most similar research on academic self-concept, students’ measured achievement in reading and math was controlled, thereby effectively comparing students at similar levels of achievement. Correlations between achievement and self-concept were small for both LD and non-LD groups. When controlling for achievement, academic self-concepts were not lower for the students with LD. Similar to other studies, students with LD tended to statistically over-predict their achievement compared to the non-LD group. This study extends the Strein and Signor (2005) study that used similar methodology on a national database of high school sophomores. | en_US |
| dc.identifier | https://doi.org/10.13016/M25G69 | |
| dc.identifier.uri | http://hdl.handle.net/1903/15840 | |
| dc.language.iso | en_US | en_US |
| dc.relation.isAvailableAt | College of Education | en_us |
| dc.relation.isAvailableAt | Counseling, Higher Education & Special Education | en_us |
| dc.relation.isAvailableAt | Digital Repository at the University of Maryland | en_us |
| dc.relation.isAvailableAt | University of Maryland (College Park, MD) | en_us |
| dc.subject | learning disabilities | en_US |
| dc.subject | self-concept | en_US |
| dc.title | Self-Concept and Learning Disabilities: The Early Childhood Longitudinal Study Results | en_US |
| dc.type | Presentation | en_US |