TY - JOUR
T1 - Academic Self-Perceptions, Effort, and Strategy Use in Students with Learning Disabilities
T2 - Changes Over Time
AU - Meltzer, Lynn
AU - Katzir, Tamar
AU - Miller, Lynne
AU - Reddy, Ranjini
AU - Roditi, Bethany
PY - 2004
Y1 - 2004
N2 - This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4?9 in two urban and suburban communities. After six months of classroom-based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom-based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.
AB - This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4?9 in two urban and suburban communities. After six months of classroom-based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom-based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.
U2 - 10.1111/j.1540-5826.2004.00093.x
DO - 10.1111/j.1540-5826.2004.00093.x
M3 - Article
SN - 0938-8982
VL - 19
SP - 99
EP - 108
JO - Learning Disabilities Research and Practice
JF - Learning Disabilities Research and Practice
IS - 2
ER -