Conclusive study to uncover the attributions for success and failure of learning disable children

This study consists on 2 parts, in first part, learning disable and normal student/ child from grades 2 - 8 from reputed school of Karachi tested from Peabody Picture Vocabulary Test (PPVT) and reading achievement test scores based on the Woodcock Johnson Psycho Educational Battery. In second part students attributions for failure and success experiences in puzzles, reading and social situations explored that what were the differences between normal and disable students, these attribution tested on other factors too (e.g. Gender, type of outcome). The first study out come showed that learning disabled children have lesser perceptions of internal control over outcomes than normal children. Second study illustrate that normal students were less likely to believe that their failures were the result of four attribution types (lack of effort, ability, task difficulty and luck). This confirmed that underachievers had the attribute of "learned helplessness".