This article compares the effects of cooperative and individual goal structures on learning disabled (LD) and non-learning disabled (NLD) students. Children in LD-NLD or NLD-NLD dyads were individually tested on a reading comprehension task after study periods which emphasized either cooperative or individual study behaviors and goal incentives. There were sex differences in the impact of cooperative goal structures on attitudes, behaviors, and academic performance for mixed and homogeneous groups of students. The need to consider both subject and task parameters for effective use of cooperative goal structures is discussed.
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