The Effect of Tacit Beliefs on Students with Learning Disabilities: An Exploratory Study

By Sherri Franklin-Guy and Rosalind R. Scudder.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 16, Issue 10, pp.65-80. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.285MB).

Dr. Sherri Franklin-Guy

Assistant Professor, Department of Educational Psychology and Counseling, California State University, San Bernardino, San Bernardino, California, USA

Dr. Sherri Franklin-Guy is an Assistant Professor in the Department of Educational Psychology and Counseling at California State University, San Bernardino, United States. She teaches courses in the special education teaching credential program, primarily in the assessment and evaluation of exceptional learners. She earned a PhD in Communication Sciences and Disorders and a Masters of Arts in Special Education. Her research foci include written language-learning disabilities, self-concept, and epistemological beliefs.

Dr. Rosalind R. Scudder

Professor, Department of Communication Sciences and Disorders, Wichita State University, Wichita, Kansas, USA

Dr. Rosalind Scudder is a professor in the Department of Communication Sciences and Disorders at Wichita State University, USA. Her research interests include language disorders and epistemological beliefs. She is a fellow of the American Speech-Language-Hearing Association.

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