Self-Concept and Learning Disabilities: The Early Childhood Longitudinal Study Results

Using the ECLS-K national database, this study compared the self-concepts in reading, math, general academic (all-subjects), and peer areas for third-grade students with and without identified learning disabilities. Unlike most similar research on academic selfconcept, students’ measured achievement in reading and math was controlled, thereby effectively comparing students at similar levels of achievement. Correlations between achievement and self-concept were small for both LD and non-LD groups. When controlling for achievement, academic self-concepts were not lower for the students with LD. Similar to other studies, students with LD tended to statistically over-predict their achievement compared to the non-LD group. This study extends the Strein and Signor (2005) study that used similar methodology on a national database of high school sophomores.