DIFFERENCES IN THE LEARNING AND TRANSFER PERFORMANCE BETWEEN STUDENTSWITH LEARNING-DISABILITIES AND OTHER LOW-ACHIEVING STUDENTS ON PROBLEM-SOLVING TASKS
Mt. Brownell et al., DIFFERENCES IN THE LEARNING AND TRANSFER PERFORMANCE BETWEEN STUDENTSWITH LEARNING-DISABILITIES AND OTHER LOW-ACHIEVING STUDENTS ON PROBLEM-SOLVING TASKS, Learning disability quarterly, 16(2), 1993, pp. 138-156
Despite a lack of empirical support, students with learning disabiliti
es are frequently characterized as having poor transfer abilities. The
purpose of this study was to investigate differences in the learning
and transfer ability of 20 students with learning disabilities (LD) an
d 20 students with matched low achievement (LA). The two groups were a
ssessed on one learning task and three transfer tasks under unassisted
and assisted conditions (i.e., dynamic assessment). A 2 (Group) by 4
(Session) (i.e., pretest, training, maintenance/transfer, and delayed
maintenance) mixed, factorial design was employed for data collection.
Seven separate analyses and several post-hoc analyses were conducted
to determine group performance differences on measures of learning, tr
ansfer, and maintenance. Results indicated inconsistent performance di
fferences. Implications of these findings are discussed in the context
of previous research employing dynamic assessment as well as investig
ations of problem-solving in students with LD.