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Homework Practices of Students With and Without Learning Disabilities

A Comparison

Meenakshi Gajria is an associate professor in the Division of Teacher Education of St. Thomas Aquinas College, Spackill, NY. Her research interests include instructional modifications for students with learning disabilities, and effective strategy instruction in the areas of reading and writing. Address: Meenakshi Gajria, Division of Teacher Education, St. Thomas Aquinas College, 125 Route 340, Sparkill, NY 10976.

Spencer J. Salend, EdD

Spencer J. Salend is a professor in the Department of Educational Studies at the State University of New York at New Paltz, and the author of the book, Effective Mainstreaming: Creating Inclusive Classrooms. His research interests include educating students with disabilities in general education settings, and addressing the educational needs of migrant students.

This article describes a study examining the homework practices of 48 students with learning disabilities and a matched sample of 48 nondisabled students. Students ranged in age from 11 to 15 years and attended Grades 6 through 8. Students in both groups completed the Student Survey of Homework Practices, a 27-item, Likert-type questionnaire examining students' homework practices and attitudes toward homework. Results indicated that although there were some similarities in the homework practices of both groups, the students with learning disabilities engaged to a significantly greater extent in practices that interfered with homework completion. Suggestions for increasing the homework completion rates of students with learning disabilities are provided.

Journal of Learning Disabilities, Vol. 28, No. 5, 291-296 (1995)
DOI: 10.1177/002221949502800504


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