Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders

The purpose of the study was to develop a comprehensive model that examines whether motor abilities and socioemotional adjustment contribute academic achievement social functioning students. Participants were 733 children, aged 6.04–13.72 years. Among them, 642 typically achieving 91 children with learning disorders (LD). Measurements were: Children’s Sense Coherence Scale, feelings loneliness dissatisfaction, Social Skills Rating System, Test Motor Impairment–Henderson Revision. Results showed LD explains all dependent variables in model. According this model, there is valid reason for controversy still exists between policy makers who focus on early childhood educators emphasize skills behavior.