“Come on, Dummy”

Abstract

Children's conversations were recorded during a summer school session in an effort to determine possible explanations for the sociometric rejection of learning disabled children reported in earlier studies. It was found that learning disabled children's communications differed from average achievers' conversations on a number of categories. For example, learning disabled children emitted more competitive statements than the comparison group, whereas average achievers were the recipients of significantly more consideration statements from peers. The results are discussed in terms of current knowledge of the bases of children's friendships and social relationships of learning disabled children.

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