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Journal of Learning Disabilities
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The Relationship Between Parents' Socioeconomic Status and Education Level, and Adult Occupational and Educational Achievement of Children with Learning Disabilities

Shelly C. O'Connor

Shelly C. O'Connor completed her BA wirh honors at the University of Victoria has worked as a mearch assistant in pgchology, and is pursuing graduate studies in psychology at Carleton Universiv at Burnady, British Columbia Canada.

Otfried Spreen

Otfried Spreen received his PhD from the University of Freiburg, Germany. He is currently a professor of psychology at the University of Victoria and author of the forthcoming monogmph "Learning Dirabled Childmn Gmwing Up" (Swets & Zeitlinger, 1987). Address: Otfried Spreen, Paychology Department, University of Victoria, Victoria, BC, Canada V8W 2Y2.

Reports about the educational and occupational achievement of children with learning disabilities (LD) in adulthood have been inconsistent, ranging from optimistic to negative. Generally, studies that show good outcome have tended to base their conclusions on subjects from high socioeconomic backgrounds. In the present study, data were extracted from a longitudinal study (Spreen, 1981) on 226 subjects with learning disabilities in order to determine the nature and extent of the relationship between parents' educational level and socioeconomic status (SES), and the occupational and academic outcome of children with LD. A significant correlation was found between the parent and subject variables, accounting for 28% of the variance. Fathers' SES was the major contributing parent variable. The relationship held across groups of children with LD (children with hard and soft neurological signs, and no neurological findings) and controls. The contribution of SES to selected outcome variables was also compared to the contribution of intelligence and degree of neurological impairment. Because SES can confound other variables of interest, it was concluded that this variable should be carefully controlled in future studies.

Journal of Learning Disabilities, Vol. 21, No. 3, 148-153 (1988)
DOI: 10.1177/002221948802100305


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