The multidimensional construct of epistemological beliefs may be defined as students’ tacit beliefs about knowledge and learning and, according to several researchers, these implicit beliefs may contribute to their academic performance. As such, the academic performance of students with learning disabilities (LD) may be further influenced, as they may operate from dimensions of the construct that are implicated in certain beliefs about innate learning ability, the acquisition of knowledge, and the effect of practice on academic achievement. Thus, performance variation between students with and without LD may be due, in part, to students’ beliefs about learning.
The present study was an investigation into the relationship between written language, general spelling beliefs, reading beliefs, and epistemological beliefs among sixth-grade students with and without LD. Results indicated that beliefs about learning contributed to a portion of the performance variance between the two ability groups. Implications for instructional and intervention practices are discussed.
|Keywords:||Learning Disabilities, Written Language Ability, Epistemological Beliefs|
Assistant Professor, Department of Educational Psychology and Counseling, California State University, San Bernardino, San Bernardino, California, USA
Professor, Department of Communication Sciences and Disorders, Wichita State University, Wichita, Kansas, USA
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