Abstract
Homework problems among students with learningdisabilities can be attributed to two primary causes:(a) students' characteristics (e.g., poor motivation,problems in listening comprehension, lackof organizational skills), and (b) teachers' deficitsin making assignments (e.g., assigning work thatis too difficult or time-consuming, failing to ensurethat students record assignments properly orhave necessary materials). The past decade hasseen growing interest in homework interventionresearch, which has primarily addressed helpingstudents develop homework completion skills. Thisarticle summarizes the results of these studies ingeneral and special education classrooms and describesseveral strategies that appear to improvehomework compliance—including reinforcements,graphing, cooperative study teams, homework planners,and parent involvement. Because there havebeen so few studies, suggestions are made for futureresearch to fill in the large gaps in our knowledgebase for effectively using homework toenhance students' academic achievement.
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