This investigation compared the sociometric status of learning disabled (LD) and non-learning disabled (NLD) boys and girls as well as their actual play during unsupervised free-time activities. Results indicated that the lower sociometric status of LD children was attributable to same-sex rejections of girls. The data also indicated that LD children tended to play alone significantly more often than NLD peers. The results were interpreted as highlighting the need to examine gender effects in subsequent research on social aspects of learning disabilities.
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