Differences in the Learning and Transfer Performance between Students with Learning Disabilities and other Low-Achieving Students on Problem-Solving Tasks

Abstract

Despite a lack of empirical support, students with learning disabilities are frequently characterized as having poor transfer abilities. The purpose of this study was to investigate differences in the learning and transfer ability of 20 students with learning disabilities (LD) and 20 students with matched low achievement (LA). The two groups were assessed on one learning task and three transfer tasks under unassisted and assisted conditions (i.e., dynamic assessment). A 2 (Group) by 4 (Session) (i.e., pretest, training, maintenance/transfer, and delayed maintenance) mixed, factorial design was employed for data collection. Seven separate analyses and several post-hoc analyses were conducted to determine group performance differences on measures of learning, transfer, and maintenance. Results indicated inconsistent performance differences. Implications of these findings are discussed in the context of previous research employing dynamic assessment as well as investigations of problem-solving in students with LD.