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    Self-Concept and Learning Disabilities: The Early Childhood Longitudinal Study Results

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    Strein (2006) LD and Self Concept.pdf (133.7Kb)
    No. of downloads: 323

    Date
    2006-03-31
    Author
    Strein, William
    DRUM DOI
    https://doi.org/10.13016/M25G69
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    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.
    URI
    http://hdl.handle.net/1903/15840
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