The purpose of this study was to examine the effect of achievement on the peer status of Mexican-American male and female pupils with LD in academic and play contexts in classrooms where all students displayed low achievement. Participants were fourth- and fifth-grade pupils in a metropolitan school district in the Southwest. The sample was obtained from 13 compensatory regular education classrooms across six schools. Mexican-American pupils with LD received significantly lower sociometric scores than their low-achieving nondisabled Mexican-American peers even when the entire class was composed of low-achieving students.
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