6533b86ffe1ef96bd12cd2f9

RESEARCH PRODUCT

Mother-Child Teaching Strategies and Learning Disabilities

Paula LyytinenAnna-maija PoikkeusHelena Rasku-puttonenTimo AhonenMarja-leena Laakso

subject

MaleHealth (social science)Teaching methodeducationAffect (psychology)Verbal learningEducationDevelopmental psychologyEmotionalitymedicineHumans0501 psychology and cognitive sciencesCooperative BehaviorBig Five personality traitsChildSocioeconomic statusLearning Disabilities05 social sciences050301 educationVerbal LearningMother-Child RelationsSocial relationAffectReadingEducation SpecialMental RecallGeneral Health ProfessionsLearning disabilitymedicine.symptomPsychology0503 education050104 developmental & child psychology

description

The teaching strategies used by mothers of sons with learning disabilities (LD) (n = 30) and normally achieving sons (NLD) (n = 30) were examined. The children were matched for age (8- to 11-year-olds) and for parents' socioeconomic status. The behavior of mother-child pairs was videotaped in a teaching task that was constructed to resemble a homework assignment. The results showed that the mothers of children with LD used fewer high-level strategies, and their total time used in teaching was less than that of the mothers of NLD children. The mothers of children with LD exhibited more dominance and less emotionality and cooperation than did the mothers of NLD children; however, the mothers did not differ in task motivation. The children with LD seemed to have more inactive learning strategies, evident in their weaker initiative and greater dependence on their mothers. Analyses concerning the variation of maternal strategies within the LD group revealed that the mothers' motivation, combined with their emotionality and proportion of high-level strategies, had a strong positive association with their children'S success in learning.

yearjournalcountryeditionlanguage
1994-03-01Journal of Learning Disabilities
https://doi.org/10.1177/002221949402700306