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Autor/inn/en | Goran, Lisa G.; Gage, Nicholas A. |
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Titel | A Comparative Analysis of Language, Suspension, and Academic Performance of Students with Emotional Disturbance and Students with Learning Disabilities |
Quelle | In: Education and Treatment of Children, 34 (2011) 4, S.469-488 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0748-8491 |
Schlagwörter | Structural Equation Models; Emotional Disturbances; Learning Disabilities; Academic Achievement; Comparative Analysis; Cognitive Ability; Suspension; Correlation; Databases; Predictor Variables; Language Impairments; Behavior Problems Gefühlsstörung; Learning handicap; Lernbehinderung; Schulleistung; Denkfähigkeit; Ausschluss; Schulausschluss; Korrelation; Datenbank; Prädiktor; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung |
Abstract | This study focused on the relationship among language, behavior, cognitive ability, and academic performance constructs for school-aged students identified with educational disabilities. The authors provide a review of research findings in regard to the language and academic deficits of students with emotional disturbance (ED) and specific learning disabilities (LD). Using an extant school database and structural equation modeling, the interrelationship among the constructs were examined, finding language to be a significant predictor of cognitive ability and academic performance, but not behavior, and that no differences were evident between the disability groups except on the behavioral measure. (Contains 2 figures and 4 tables.) (As Provided). |
Anmerkungen | West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |