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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

Summer 2011

Document Type

Thesis

Degree Name

Educational Specialist (EdS)

Department

Department of Graduate Psychology

Abstract

Students with Specific Learning Disabilities (SLD) are entering college after high school at higher rates than in the past. Previous research suggests that students with SLD have a significantly more difficult time adjusting to the demands of college, with deficits noted in the area of study strategies. This study compared study strategies of students with SLD with those of students without disabilities. The Learning and Study Strategies Inventory High School, 2nd edition (LASSI-HS; C.E. Weinstein & D.R. Palmer, 2002) was used to assess ten areas of study strategies. Results indicate that students with student with SLD have significantly more developed study strategies in the areas of Self Testing and Study Aids, but have significantly less developed study strategies in the areas Selecting Main Ideas compared to their Non-disabled peers (ND). Both groups would benefit from direct instruction in the area of study strategies. These findings should be interpreted within several limitations including; assuming homogeneity among the SLD group and small sample size. The results may help guide future planning for groups that target study skills in schools. Surveying students to gather information prior to implementing an intervention is necessary for School Psychologists to target their efforts. The information from this study may help other School Psychologists plan an intervention program by targeting the less developed study strategies. School administrators and teachers may also find this information helpful in planning activities to help the students gain mastery of the classroom material.

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