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ERIC Number: ED247682
Record Type: RIE
Publication Date: 1982
Pages: 322
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Learning Styles, Learning Abilities and Learning Problems in College: An Exploration of Learning Disabilities in College Students. Final Report.
Goldberg, Renee L.; Zern, David S.
The study examined differences between 57 learning disabled (LD) and 24 non-LD college students on measures of psychoeducational assessment. In addition, differences between LD students with good and poor academic performance were studied, and coping strategies were identified for both sub-groups. A variety of standardized tests were administered and information was gathered about coping strategies and barriers to learning through an individually administered interview, informal assessment of work products, and data about students' use of time. Results of the psychoeducational assessments identified key variables distinguishing LD from non-LD Ss; sequencing and timed tasks; language abilities; and spelling, math, and reading achievement. LD Ss also exhibited a wider range of subtest scatters but verbal conceptual abilities on the Wechsler Adult Intelligence Scale were equal to control Ss'. LD Ss with the highest academic performance performed significantly higher than lowest performance LD Ss on 36 to 39 psychoeducational variables. LD Ss with highest academic performance had the best scores (compared with low performance LD and control Ss) on six variables measuring verbal conceptual ability. Among other findings were that LD Ss used university resources more than controls; that LD Ss reported greatest difficulty in performing in-class exams and papers, with the most difficulties in grammar, spelling, and neatness rather than in ideas and concepts; and that a wide range of problem areas and coping strategies were identified. Appendixes include an interview format, a time log, rating sheets, and statistical information. (CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Clark Univ., Worcester, MA. Dept. of Education.
Identifiers: N/A