McLeskey J, Grizzle K L
Department of Curriculum and Teacher Education, Indiana University, Bloomington.
Except Child. 1992 May;58(6):548-54. doi: 10.1177/001440299205800609.
This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987-88 school year in Indiana. Of these students, 58% had been retained before identification. The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed.
本研究调查了学习障碍学生的留级情况。收集了1987 - 1988学年印第安纳州689名被转介并被认定为有学习障碍学生的数据。在这些学生中，58%在被认定之前就已留级。这项调查结果表明，留级被用作在给学生贴上标签之前的一种补救措施。讨论了这种做法的影响以及作为满足学生学业需求的一种方法的留级替代方案。
