rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: A
    title: comparison of the zone of proximal development in Anglo and Hispanic learning disabled elementary pupils
  name:
    name part: Hernandez, Arthur Ezequiel.
    role:
      role term: creator
  name:
    name part: Ash, Michael J.
    role:
      role term: degree committee member.
  name:
    name part: Barker, Donald G.
    role:
      role term: degree committee member.
  name:
    name part: Garcia, Jesus
    role:
      role term: degree committee member.
  name:
    name part: Palmer, Douglas J.
    role:
      role term: degree supervisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1987
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: ix, 158 leaves : illustrations ; 29 cm
  abstract: The primary purpose of this research was to examine the differences, if any, in the zone of proximal development of learning disabled Anglo and Hispanic pupils. The zone of proximal development is defined as the difference between a pupil's unaided performance and performance attainable with the assistance of an adult or more capable peer. Major questions of the study concerned the differential performance gain of Anglo and Hispanic learning disabled elementary pupils, following intervention, on component measures of popular intelligence tests, and the degree of transfer demonstrated by these pupils on conceptually similar tasks. The sample consisted of twenty-four dyads of fourth to sixth grade elementary school pupils identified as learning disabled matched in IQ, (within +/- 1 standard error of measurement) grade, gender, and initial performance on the criteria measures, selected from a small rural school district in the Southwest. Hispanic pupils included in this study were assessed as functional in English by performance on the Language Assessment Scale (LAS), using school district criteria and records. Results of this study indicate a significant difference in task performance on all tasks following training for both groups. Large zones of proximal development were demonstrated with the Hispanic sample for Digit Span and related tasks, but not for Block Design and related tasks. These results are discussed in light of other research findings indicating a difference in task difficulty for the two groups. Recommendations for future research are provided.
  note: Typescript (photocopy).
  note: Vita.
  note: Ph. D. in Educational Psychology Texas A & M University 1987
  note: Includes bibliographical references (leaves 103-131).
  subject:
    topic: Cognition in children
  subject:
    topic: Educational tests and measurements
  subject:
    topic: Hispanic American children
    topic: Testing
  subject:
    topic: Learning disabled children
    topic: Testing
  subject:
    topic: Major educational psychology
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-746710
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-746710
  record info:
    record content source: TXA
    record creation date: 881011
    record change date: 20220104090512.0
    record identifier: in00000737602
    language of cataloging:
      language term: eng