An analysis of a causal model explaining learning disabled students' organizational skills and school performance

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dc.contributor.advisorMeisgeier, Charles H.
dc.contributor.committeeMemberGoodman, Gay
dc.contributor.committeeMemberHouston, W. Robert
dc.contributor.committeeMemberStetson, Elton G.
dc.creatorMenius, Linda R.
dc.date.accessioned2023-11-06T16:27:56Z
dc.date.available2023-11-06T16:27:56Z
dc.date.copyright1986-02-20
dc.date.issued1985
dc.description.abstractThe Problem. Learning disabled (LD) students are frequently characterized as being disorganized. This disorganization is said to be a special problem for LD students when they reach secondary school. By their responses to questionnaires and in personal interviews, secondary teachers confirm that they feel organization is important to success in their classrooms. Yet little is known about the variables which affect LD students' organizational skills or the relationship between organizational skill and school performance. Three research problems are addressed in this study. First, what variables affect LD students' organizational skills? Second, what is the relationship between LD students' organizational skill and their school performance? Third, what differences exist in the ways well organized LD students approach a task compared with the ways poorly organized LD students approach the same task? A recursive causal model has been specified to examine LD students' organizational skills and the relationship of these skills to school performance. The model specifies that intellectual ability, learning style, gender, academic achievement, and organizational skill affect LD students' school performance. The model also specifies that intellectual ability, learning style, and gender affect LD students' organizational skills. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other12991017
dc.identifier.urihttps://hdl.handle.net/10657/15449
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectLearning disabilities
dc.titleAn analysis of a causal model explaining learning disabled students' organizational skills and school performance
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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