Show simple item record

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

dc.contributor.authorStrein, William
dc.date.accessioned2014-10-12T19:17:06Z
dc.date.available2014-10-12T19:17:06Z
dc.date.issued2006-03-31
dc.identifierhttps://doi.org/10.13016/M25G69
dc.identifier.urihttp://hdl.handle.net/1903/15840
dc.description.abstractUsing 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.language.isoen_USen_US
dc.subjectlearning disabilitiesen_US
dc.subjectself-concepten_US
dc.titleSelf-Concept and Learning Disabilities: The Early Childhood Longitudinal Study Resultsen_US
dc.typePresentationen_US
dc.relation.isAvailableAtCollege of Educationen_us
dc.relation.isAvailableAtCounseling, Higher Education & Special Educationen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record