Academic achievement for LD children after three years of special class placement : effects of race, age, IQ, and placement type

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dc.contributor.advisor Wenck, L. Stanley (Lewis Stanley) en_US
dc.contributor.author Inman, Michael Parker en_US
dc.date.accessioned 2011-06-03T19:27:11Z
dc.date.available 2011-06-03T19:27:11Z
dc.date.created 1989 en_US
dc.date.issued 1989
dc.identifier LD2489.Z68 1989 .I5 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177002
dc.description.abstract Previous research has reported that the effectiveness of special education in remediating learning difficulties varies as a function of the type of classroom placement, the student's age, and their intellectual ability. More recent findings have also suggested that a learning disability is not a single diagnostic entity, but rather distinct subtypes of learning disabled students exist. The study sought to determine if cluster analysis of the present sample yielded subtypes which conformed to previously identified LD subtypes; and whether these different subtypes of learning disabled (LD) students respond differentially in terms of the students academic achievement.The sample was comprised of 136 LD subjects between the ages of 9 and 15 years old for whom Peabody Individual Achievement Test (PIAT) data was available for both initial assessment, and re-assessment three years later.Initial comparisons of the sample were conducted by examining differences in academic achievement for the three subtests of the PIAT for two different types of educational placement: full time versus part time; by racial groups; and between pre and post test results. Three main effects were found in the initial MANOVA on the PIAT subtests of math and reading recognition, however, none of the statistically significant results were determined to be of practical significance. These statistical results were consistent with previous research findings.The sample was subtyped using cluster analysis. A three cluster solution was determined using three variables: intelligence, achievement, and age of the subject. The three subtypes were described and determined to be consistent with subtypes previously identified. Cluster 1 was dropped from further analysis as not conforming to an LD profile and because of sample size.A 2 x 2 x 2 x 2 MANOVA was performed: cluster membership by placement by race by pre-post test results. Cluster 2 students significantly declined in their reading recognition achievement over the three years they were in special education, while Cluster 3 students gained significantly in reading recognition achievement over the same time period.The present results suggest that school psychologist should carefully consider not only whether a student is learning disabled, but the nature and severity of the disability when recommending placement. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent ix, 192 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Learning disabled children -- Education. en_US
dc.subject.lcsh Academic achievement -- Testing. en_US
dc.title Academic achievement for LD children after three years of special class placement : effects of race, age, IQ, and placement type en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/558335 en_US


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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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