Academic Support and College Success for Postsecondary Students with Learning DisabilitiesReport as inadecuate




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Journal of College Reading and Learning, v40 n2 p35-44 Spr 2010

The relationship between degree of academic support center use and college success was examined in a population of 262 college students with learning disabilities. Five years of attendance data and graduation rates were examined and submitted to discriminant function analysis to evaluate the predictive influence of academic support center use on college student outcomes. Results indicated that students who had higher levels of attendance in an academic support center had higher overall grade point averages and higher rates of graduation. That is to say, students with learning disabilities who attended learning support centers regularly were more likely to have higher grades and graduate college than those who did not. (Contains 3 tables.)

Descriptors: Academic Support Services, College Students, Learning Disabilities, Incidence, Help Seeking, Attendance, Data, Graduation Rate, Discriminant Analysis, Predictor Variables, Grade Point Average, Graduation

Texas State University San Marcos. Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site: http://www.crla.net





Author: Troiano, Peter F.; Liefeld, Julie Ann; Trachtenberg, Jennifer V.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4266&id=EJ887304







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