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Perceptions of Academic Strategies and Competence in Students with Learning DisabilitiesLynn Meltzer, PhD, is the director of assessment and research at the Institute for Learning and Development and ResearchILD in Chelmsford, Massachusetts. She is also an associate in education at Harvard University and an adjunct associate professor in the Department of Child Study of Tufts University. Her research interests include learning strategies, assessment of learning disorders, and problem-solving approaches.
Bethany Roditi, PhD, is director of education at the Institute for Learning and Development and ResearchILD in Chelmsford, Massachusetts. Her clinical and research interests have focused on strategy instruction, prevention of learning problems, and diverse methods for teaching students with mathematics problems.
Robert F. Houser, Jr., PhD, is an instructor and statistical programmer/analyst at the Tufts University school of Nutrition Science and Policy, where he teaches advanced data analysis. He has over 10 years of experience in analyzing nutrition, public health, social welfare, education, and psychology research data.
Melissa Perlman, MA, is an educational specialist at the Institute for Learning and Development in Chelmsford, Massachusetts. Her interests include support for college students with learning disabilities, strategy instruction, and methods for enhancing students' self-esteem. Address: Lynn Meltzer, Research Institute for Learning and Development, 3 Courthouse Lane, Chelmsford, MA 01824. Research findings regarding general self-concept, academic self-concept, and self-awareness in students with learning disabilities have varied, and results are still inconclusive regarding the consistency between students' and teachers' judgments of academic performance. The current study focuses on students' and teachers' perceptions of the students' strategy use and performance in nine different academic and organizational domains. Six hundred sixty-three students and their 57 teachers were involved in the study. Findings indicated that the students with learning disabilities considered themselves appropriately strategic and competent in the five domains of reading, writing, spelling, math, and organization. These students also rated their academic performance and organization as average to above-average in seven of nine domains, with the exception of checking and planning their work. Nevertheless, the self-ratings of the students with learning disabilities were still significantly lower than the self-ratings of average achievers in virtually all domains. The second major set of findings revealed a sharp discrepancy between the self-assessments of the students with learning disabilities and their teachers' judgments. Teachers rated the students with learning disabilities as weak in their strategy use and below-average in their performance in all nine academic and organizational domains. Finally, gender differences were not evident in eight of the nine domains. These results have added to the increasing body of literature indicating that students with learning disabilities frequently perceive themselves as capable and effective and often rate themselves as academically stronger than their teachers judge them to be.
Journal of Learning Disabilities, Vol. 31, No. 5,
437-451 (1998) This article has been cited by other articles:
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