The relationship between a developmental reading disorder and social acceptance.
Item
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Title
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The relationship between a developmental reading disorder and social acceptance.
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Identifier
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AAI9304708
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identifier
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9304708
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Creator
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Mittleman, Anne Wein.
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Contributor
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Adviser: Roland Yoshida
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Date
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1992
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Special
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Abstract
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Why are some learning disabled children socially accepted by their peers, while others have difficulty establishing satisfactory social relationships? This study is a preliminary attempt to respond to this question.;Two subtypes of the learning disabled were examined: the child who is reading 1 to {dollar}1{lcub}1\over2{rcub}{dollar} years below grade level, and the child who is hyperactive and inattentive. Such children were classified as having a Developmental Reading Disorder (DRD) or an Attention-Deficit Hyperactivity Disorder (ADDH). The classification was determined by meeting the criteria defined by the Diagnostic and Statistical Manual of Mental Disorders Revised (DSM-III-R).;One hundred twenty four children from a low socio-economic area of New York City participated. They were mostly Black and Hispanic and in the third, fourth or fifth grades. The classes targeted for study included at least three children who attended a resource room.;Two sociograms, the Peer Acceptance Scale (PAS) and the Structured Peer Assessment (SPA) were administered to the children.;After six months, teachers completed a Conners rating scale and a questionnaire reflecting inappropriate behaviors. Records were examined and teachers queried as required by criteria for a DRD and an ADDH in the DSM-III-R.;The children were classified into four groups: those with a DRD; those with an ADDH; those with both disorders; and those with neither of these disorders.;Separate 2 x 2 factorial ANOVAS were performed using two levels (present, absent) of the two independent variables, ADDH and DRD. The dependent variables were the scores achieved on the PAS and the SPA.;There were significant main effects for both the DRD and the ADDH variables. Post hoc Scheffe procedures were then performed. Groups significantly differing (p {dollar}<{dollar} 0.5) were those with both disorders and those free of these disorders.;The results confirmed the hypotheses that the presence or absence of a DRD and/or an ADDH are related to a student's social acceptance. This tends to affirm the importance of academic achievement and social behaviors as indices of peer relationships.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
