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Adolescents with Learning Disabilities
dc.contributor.authorMcPhail, Jeanen_US
dc.date.accessioned2010-04-14T13:54:54Z
dc.date.available2010-04-14T13:54:54Z
dc.date.issued1993en_US
dc.identifier.citationMcPhail, Jean (1993). "Adolescents with Learning Disabilities." Journal of Learning Disabilities 9(26): 617-629. <http://hdl.handle.net/2027.42/68706>en_US
dc.identifier.issn0022-2194en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68706
dc.description.abstractThe subjective experiences of adolescents with learning disabilities (LD) were compared to those of their low-achieving and normally achieving peers. Three groups of juniors and seniors from one suburban high school district, 18 students with learning disabilities (15 males, 3 females), 17 low-achieving students (12 males, 5 females), and 20 average-achieving students (12 males, 8 females), were given electronic pagers and booklets for 1 week. They were signaled every 40 minutes during school hours, and every 2 hours after school. As soon as possible after receiving a signal, they responded to questions in their booklets. The questions provided subjective measures on levels of affect, activation, cognitive efficiency, self-esteem, motivation, and feedback from others. The students with learning disabilities reported feeling more positive and active than either of the other groups during school hours, while after school there were no differences on any of the subjective measures for the three groups. Specific LD school practices are highlighted for their probable impact on the heightened affect and activation of the students with learning disabilities.en_US
dc.format.extent3108 bytes
dc.format.extent2605168 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSAGE Publicationsen_US
dc.titleAdolescents with Learning Disabilitiesen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumJean C. Mc Phail is an assistant professor in educational studies at the University of Michigan. She received her Ph D in the field of communication sciences and disorders-learning disabilities from Northwestern University in 1991. She currently teaches courses in the theory and practice of learning disabilities. Her current research focuses on methodological issues for the purpose of increasing the meaningfulness of research with individuals with learning problems, and on issues pertaining to the relationship among learning, social context, and the emotions. Address: Jean C. Mc Phail, University of Michigan, Educational Studies Program, 610 East University, 1323 SEB, Ann Arbor, MI 48109-1259.en_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68706/2/10.1177_002221949302600912.pdf
dc.identifier.doi10.1177/002221949302600912en_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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