Abstract
The purpose of this study is to explore some of the factors associated with 55 learning disabled students who passed the North Carolina Minimum Competency Test on the second administration. The factors examined are the following: reading score on the first competency test; IQ; locus of control; mother’s education; teacher support; student/teacher ratio; and home support. Results indicate that only reading performance on the first competency test is significantly correlated with overall performance on the second competency test. Parental support for learning disabled students was also correlated with a passing score on the second test, but the correlation was not statistically significant.
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