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Abstract
This article describes a study examining the homework practices of 48 students with learning disabilities and a matched sample of 48 nondisabled students. Students ranged in age from 11 to 15 years and attended Grades 6 through 8. Students in both groups completed the Student Survey of Homework Practices, a 27-item, Likert-type questionnaire examining students' homework practices and attitudes toward homework. Results indicated that although there were some similarities in the homework practices of both groups, the students with learning disabilities engaged to a significantly greater extent in practices that interfered with homework completion. Suggestions for increasing the homework completion rates of students with learning disabilities are provided.
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