Students with learning disabilities and mild cognitive disabilities benefit less from rigorous study habits than students without identified disabilities, and for mild cognitive disabilities there is no relationship between study habits and course failures¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? When students with learning disabilities reported more rigorous study habits, their course failures decreased by only two-thirds as much as for students without identified disabilities. → Julia Gwynne 2009 q2 i? For students with mild cognitive disabilities, self-reports of more rigorous study habits did not result in fewer course failures. → Julia Gwynne 2009 (2)

Evidence¶

Julia Gwynne 2009¶

Julia Gwynne, Joy Lesnick, Holly M. Hart, Elaine M. Allensworth. (2009). What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on Students with Disabilities. Consortium on Chicago School Research, University of Chicago Urban Education Institute. https://consortium.uchicago.edu/publications/what-matters-staying-track-and-graduating-chicago-public-schools-focus-students

q2 · i? · associational · r2

Chapter 5 analysis of whether students with disabilities benefit as much from rigorous study habits and lower absences as non-disabled peers, using the 2004 freshman cohort. The report notes these groups report more rigorous study habits on average than non-disabled students.

"when students with learning disabilities reported more rigorous study habits, their course failures decreased by only two-thirds as much as students without identified disabilities."

Julia Gwynne 2009 (2)¶

Julia Gwynne, Joy Lesnick, Holly M. Hart, Elaine M. Allensworth. (2009). What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on Students with Disabilities. Consortium on Chicago School Research, University of Chicago Urban Education Institute. https://consortium.uchicago.edu/publications/what-matters-staying-track-and-graduating-chicago-public-schools-focus-students

q2 · i? · associational · r2

Chapter 5 null finding for the mild cognitive disability group: the expected relationship between self-reported study rigor and course failures was absent, unlike for students without identified disabilities.

"For students with mild cognitive disabilities, there was no relationship between study habits and course failures; self reports of more rigorous study habits did not result in fewer course failures."

Discussion¶

Learner Variables¶

• Access — moderator: an instructional effect differs with it
• Learning Disabilities and Developmental Differences — moderator: an instructional effect differs with it

Related Claims¶

• Outcomes of students with disabilities improve when they receive specially designed instruction responsive to assessment data — the general claim this finding bears on, with the studies behind it
• Freshman-year performance of Chicago ninth-graders falls into three tiers, with students two or more years below grade level and students with emotional disturbances performing worst across GPA, course failures, absences, and on-track status — related
• At each level of freshman course performance, students with disabilities and students two or more years below grade level are less likely to graduate than their non-disabled peers — related
• Higher absence rates are the most important factor explaining why students with disabilities fail more courses and earn lower GPAs than students without identified disabilities — related