| Abstract: | Poor reading performance is the primary reason for assignment of learning-disabled (LD) students to special education classrooms. Such classrooms typically contain a majority of Whites and males. The present study investigated whether or not differences by sex or race occurred in placement, teacher contacts, assignment practices, and student learning behaviors in LD classrooms. 105 6–12 yr old LD students were administered a battery of tests that included the Level I Reading Subtest of the Wide Range Achievement Test and the Spache Diagnostic Reading Scales. Results reveal differences in placement, similarity of teacher treatment and student behavior, and similarity of the effects of such behaviors on test performance. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
