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Mother-Child Teaching Strategies and Learning Disabilities

Paula Lyytinen, PhD, is an acting professor of developmental psychology at the University of Jyväskylä, Finland. Her research interests include child language and cognitive development.

Helena Rasku-Puttonen, PhD

Helena Rasku-Puttonen, PhD, is a senior lecturer in the Department of Teacher Education at the University of Jyväskylä. Her main area of research interest is parent-child interaction.

Anna-Maija Poikkeus, MA

Anna-Maija Poikkeus, MA, and Marja-Leena Laakso, MA, are doctoral students at the University of Jyväskylä; the former also was a doctoral student at the University of Minnesota.

Marja-Leena Laakso

Anna-Maija Poikkeus, MA, and Marja-Leena Laakso, MA, are doctoral students at the University of Jyväskylä; the former also was a doctoral student at the University of Minnesota.

Timo Ahonen, PhD

Timo Ahonen, PhD, is a senior researcher at the Niilo Mäki Institute of the University of Jyväskylä, which specializes in the neuropsychological assessment of learning disabilities. Presently, this group is actively involved in a longitudinal research project concerning early language development and genetic risk for dyslexia. Address: Paula Lyytinen, Department of Psychology, University of Jyväskylä, PO Box 35, SF-40351 Jyväskylä, Finland.

The teaching strategies used by mothers of sons with learning disabilities (LD) (n = 30) and normally achieving sons (NLD) (n = 30) were examined. The children were matched for age (8- to 11-year-olds) and for parents' socioeconomic status. The behavior of mother-child pairs was videotaped in a teaching task that was constructed to resemble a homework assignment. The results showed that the mothers of children with LD used fewer high-level strategies, and their total time used in teaching was less than that of the mothers of NLD children. The mothers of children with LD exhibited more dominance and less emotionality and cooperation than did the mothers of NLD children; however, the mothers did not differ in task motivation. The children with LD seemed to have more inactive learning strategies, evident in their weaker initiative and greater dependence on their mothers. Analyses concerning the variation of maternal strategies within the LD group revealed that the mothers' motivation, combined with their emotionality and proportion of high-level strategies, had a strong positive association with their children'S success in learning.

Journal of Learning Disabilities, Vol. 27, No. 3, 186-192 (1994)
DOI: 10.1177/002221949402700306


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