Homework for students with learning disabilities: the implications of research for policy and practice.

Published

Journal Article (Review)

The literature on homework for students with learning disabilities is reviewed. First, a summary of Cooper's (1989a) synthesis of research on homework for students without disabilities is presented, including (a) a definition of homework, (b) a model of the homework process, (c) the results of a meta-analysis of homework studies, and (d) generic policy guidelines. Next, special education research on homework conducted after 1985 is described. The literature is divided into studies that manipulated homework conditions and homework-related surveys of teachers and parents. The results of the literature review suggest that homework policies and practices for students with learning disabilities should emphasize (a) simple, short assignments; (b) careful monitoring by and prominent rewards from teachers; and (c) parental involvement, especially to provide structure, conducive environments, and immediate rewards.

Full Text

Duke Authors

Cited Authors

  • Cooper, H; Nye, B

Published Date

  • January 1, 1994

Published In

Volume / Issue

  • 27 / 8

Start / End Page

  • 470 - 479

PubMed ID

  • 7989851

Pubmed Central ID

  • 7989851

International Standard Serial Number (ISSN)

  • 0022-2194

Digital Object Identifier (DOI)

  • 10.1177/002221949402700802

Citation Source

  • Scopus