Academic Self-Perceptions, Effort, and Strategy Use in Students with Learning Disabilities: Changes over Time

Autor/inn/en	Meltzer, Lynn; Katzir, Tamar; Miller, Lynne; Reddy, Ranjini; Roditi, Bethany
Titel	Academic Self-Perceptions, Effort, and Strategy Use in Students with Learning Disabilities: Changes over Time
Quelle	In: Learning Disabilities Research and Practice, 19 (2004) 2, S.99-108 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2004.00093.x
Schlagwörter	Student Attitudes; Investigations; Spelling; Learning Disabilities; Learning Strategies; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Schülerverhalten; Untersuchung; Schreibweise; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4-9 in two urban and suburban communities. After six months of classroom-based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom-based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10