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Achievement and Self-Concept in Young LD Children

Achievement and Self-Concept in Young LD Children and Achievement in Self-Concept LD Children Young Leviton Harvey John Kiraly THE RELATIONSHIP between academic achievement and self- for normal has been of concern to investi- learners concept many For W. B. J. M. D. E. gators. example, Brookover, LaPere, S. and E. L. Erickson have conducted a Hamachek, Thomas, very extensive of this across levels.-’ study relationship grade They conclude that for their of normal learners there was a group between and academic achievement. relationship self-concept This is the work of S. A. finding supported by Coopersmith, Kakovich and G. E. and W. Morse.2 there Matthews, Thus, to be for the between empirical relationship appears support and academic achievement for normal relatively self-concept learners. The of this research was to determine whether purpose this can be to children relationship generalized learning-disabled as well. Method The for this were selected from all seven of subjects study the schools in a suburban Min- elementary (K-6) Minneapolis, nesota school These were and system. subjects first-, second-, That students. were all ex- is, they third-grade learning-disabled not due to mental academic difficulty retardation, periencing or motor or lack of back- sensory impairment, experiential Table 1 data on the number of at each http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Achievement and Self-Concept in Young LD Children

Leviton, Harvey; Kiraly, John
Academic Therapy , Volume 10 (4): 3 – Jun 1, 1975
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127501000410
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Abstract

and Achievement in Self-Concept LD Children Young Leviton Harvey John Kiraly THE RELATIONSHIP between academic achievement and self- for normal has been of concern to investi- learners concept many For W. B. J. M. D. E. gators. example, Brookover, LaPere, S. and E. L. Erickson have conducted a Hamachek, Thomas, very extensive of this across levels.-’ study relationship grade They conclude that for their of normal learners there was a group between and academic achievement. relationship self-concept This is the work of S. A. finding supported by Coopersmith, Kakovich and G. E. and W. Morse.2 there Matthews, Thus, to be for the between empirical relationship appears support and academic achievement for normal relatively self-concept learners. The of this research was to determine whether purpose this can be to children relationship generalized learning-disabled as well. Method The for this were selected from all seven of subjects study the schools in a suburban Min- elementary (K-6) Minneapolis, nesota school These were and system. subjects first-, second-, That students. were all ex- is, they third-grade learning-disabled not due to mental academic difficulty retardation, periencing or motor or lack of back- sensory impairment, experiential Table 1 data on the number of at each

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Academic Therapy – SAGE

Published: Jun 1, 1975

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