Postsecondary entrance examination scores are generally low predictors of college achievement (grade point average [GPA]) for students with learning disabilities (LD). The difficulties with meeting academic requirements have raised the awareness of the needs of students with LD for support services. The present study examined the adequacy of entrance criteria to academic studies for students with LD and the effectiveness of three support levels during their academic studies in increasing their academic gains. Data were collected for 315 college graduates with LD and 955 graduates who do not have LD (NLD) who completed their BA studies in a college in Israel. Although the admission scores of graduates with LD were lower than those of NLD graduates, their GPA was higher than the GPA of NLD graduates. The psychometric score had a low correlation with final college GPA of graduates with LD. There was no difference in the final GPA of the graduates with LD in the different support programs. The findings suggest that academic support can be an effective way to help students with LD to eliminate or close the gap between them and NLD students and to earn an academic degree, regardless of what if any admission criteria were applied to them.

译文

:中学入学考试成绩通常是学习障碍学生(LD)的大学成就(平均成绩[GPA])的低指标。满足学业要求的困难提高了人们对有LD的学生对支持服务的需求的认识。本研究调查了LD学习者入学标准是否充分以及在学习过程中三个支持水平在增加学业方面的有效性。收集了315名具有LD的大学毕业生和955名没有LD(NLD)的毕业生的数据,这些毕业生在以色列的一所大学完成了文学学士学位学习。尽管LD毕业生的入学分数低于NLD毕业生的入学分数,但他们的GPA却高于NLD毕业生的GPA。心理测验分数与LD毕业生的最终大学GPA无关。在不同的支持计划中,具有LD的毕业生的最终GPA没有差异。研究结果表明,学术支持可以是帮助有学习障碍的学生消除或缩小他们与非学习障碍学生之间的差距并获得学位的有效方法,而不管是否适用任何录取标准。

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