This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Kershner, J. R. Search for Related Content PubMed PubMed Citation Articles by Kershner, J. R. Social Bookmarking                         What's this?

Self-Concept and IQ as Predictors of Remedial Success in Children with Learning Disabilities

John R. Kershner received his undergraduate education at Kutztown University, his MS from Bucknell University, and his PhD from the Ontario Institute for Studies in Education, which is affiliated with the University of Toronto. He taught secondary level special education and was assistant professor at UCLA. Presently he is a psychologist and professor, Department of Special Education, Ontario Institute for Studies in Education. Present research interests are the neuropsychology of learning disabilities and normative brain-behavior relationships. Address: John R. Kershner, Department of Special Education, Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario M5S IV6, Canada.

Twenty-five children with learning disabilities (LD) in the auditory-linguistic realm participated in the present study over two academic years. The purpose of the experiment was to test whether IQ and self-concept were significant predictors of learning ability. IQ was found to have no relationship to the children's learning ability, whereas self-concept predicted patterns of successful achievement in spelling, arithmetic, and written language, but not in visual word recognition. The results were interpreted as support for the "specificity" presumption in LD, but also as support for the importance of self-concept as possibly a primary cause of academic under-achievement. The paper develops a remedial model of LD that accounts both for the interplay of self-concept and cognition in learning and for the fundamental implications of the specificity principle.

Journal of Learning Disabilities, Vol. 23, No. 6, 368-374 (1990)
DOI: 10.1177/002221949002300608


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. E. Jimenez, M. del Rosario Ortiz, M. Rodrigo, I. Hernandez-Valle, G. Ramirez, A. Estevez, I. O'Shanahan, and M. de la Luz Trabaue Do the Effects of Computer-Assisted Practice Differ for Children with Reading Disabilities With and Without IQ Achievement Discrepancy? J Learn Disabil, February 1, 2003; 36(1): 34 - 47. [Abstract] [PDF]

				L. S. Siegel Issues in the Definition and Diagnosis of Learning Disabilities: A Perspective on Guckenberger v. Boston University J Learn Disabil, July 1, 1999; 32(4): 304 - 319. [Abstract] [PDF]

				P. J. Stanovich, A. Jordan, and J. Perot Relative Differences in Academic Self-Concept and Peer Acceptance Among Students in Inclusive Classrooms Remedial and Special Education, March 1, 1998; 19(2): 120 - 126. [Abstract] [PDF]

				C. S. Spafford and G. S. Grosser The Social Misperception Syndrome in Children with Learning Disabilities: Social Causes Versus Neurological Variables J Learn Disabil, March 1, 1993; 26(3): 178 - 189. [Abstract] [PDF]

				J. R. Kershner and R. W. Stringer Effects of Reading and Writing on Cerebral Laterality in Good Readers and Children with Dyslexia J Learn Disabil, November 1, 1991; 24(9): 560 - 567. [Abstract] [PDF]

				G. M. Clark, B. C. Carlson, S. Fisher, I. D. Cook, and B. J. D'Alonzo Career Development for Students with Disabilities in Elementary Schools: A Position Statement of the Division on Career Development Career Development for Exceptional Individuals, October 1, 1991; 14(2): 109 - 120. [PDF]