This investigation explored the possibility of predicting self-concept among 147 school-verified learning disabled children on the bases of several combinations of predictor variables. Verbal IQ, Performance IQ, and Reading performance variables had little relationship to self-concept. The combination of Word Knowledge performance, Math performance, and family socioeconomic status (SES), however, significantly predicted self-concept. Somewhat surprisingly, learning disabled children from high SES families had lower self-concepts than their low SES counterparts. Practical and theoretical implications of the results are discussed, particularly as they relate to the potential impact of mainstreaming on the self-concept of the learning disabled child.
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