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ERIC Number: EJ865005
Record Type: Journal
Publication Date: 2009-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0729-4360
The Relative Effects of University Success Courses and Individualized Interventions for Students with Learning Disabilities
Reed, Maureen J.; Kennett, Deborah J.; Lewis, Tanya; Lund-Lucas, Eunice; Stallberg, Carolyn; Newbold, Inez L.
Higher Education Research and Development, v28 n4 p385-400 Aug 2009
Little is known about the relative effects of post-secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course-intervention), (2) have regular individual interventions (high-intervention) or (3) use services only as needed (low-intervention). Pre- and post-test comparisons revealed improvements in academic self-efficacy and academic resourcefulness for students in the course- and high-intervention groups. The course-intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high-intervention group and had significantly higher year-end GPAs in comparison to the low-intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post-secondary learning and academic skills. (Contains 2 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A