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Homework practices of students with and without learning disabilities: a comparison

M Gajria1, S J Salend

  • 1Division of Teacher Education, St. Thomas Aquinas College, Sparkill, NY 10976, USA.

Journal of Learning Disabilities
|May 1, 1995
PubMed
Summary

Students with learning disabilities completed homework less effectively than their peers. This study highlights specific homework practices that hinder completion for students with learning disabilities, offering strategies for improvement.

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Area of Science:

  • Education
  • Psychology

Background:

  • Homework completion is crucial for academic success.
  • Students with learning disabilities often face unique challenges with homework.

Purpose of the Study:

  • To compare the homework practices of students with learning disabilities and nondisabled students.
  • To identify specific homework practices that interfere with homework completion in students with learning disabilities.

Main Methods:

  • A study involving 48 students with learning disabilities and 48 matched nondisabled students (ages 11-15, Grades 6-8).
  • Utilized the Student Survey of Homework Practices, a 27-item Likert-type questionnaire.

Main Results:

  • While some homework practices were similar, students with learning disabilities significantly engaged more in practices that interfered with homework completion.

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  • Differences were observed in homework completion rates and attitudes toward homework.

    • Conclusions:

    • Students with learning disabilities exhibit distinct homework completion challenges.
    • Interventions should focus on modifying specific homework practices to improve completion rates for students with learning disabilities.