学习困难儿童学习能力综合检测

Comprehensive Tests of the Learning Ability in Children With Learning Disability.

【目的】 探讨学习困难 (LD)儿童学习能力构成特征及LD儿童学习能力综合测试的临床意义。 【方法】 对 93例LD儿童进行学习能力综合测试 ,包括智力 (IQ)、视—动统合 (VMI)、注意力、听觉记忆广度、语言表达能力、阅读能力、理解能力等测试。对照组正常儿童 93例。 【结果】 学习能力各项检测结果LD组与正常对照组比较差异均有显著性 :LD组IQ 93.86± 11.2、VMI 93.88± 9.2 ,较正常组低 (P <0 .0 1) ;LD组注意力、听觉记忆广度、语言表达能力、阅读能力和理解能力检测异常率分别为 41.2 %、46 .2 %、6 8%、6 0 .2 %、72 %,比正常组明显增高 (P <0 .0 5 )。 【结论】 儿童学习困难的产生与儿童的多元学习能力有关 ,各种学习能力发展状况相互作用 ,共同影响儿童的学业成绩。

To research structural characteristics of learning ability and clinic significance of comprehensive tests in the children with learning disabilities. The comprehensive tests of learning ability was performed in 93 children with learning disabilities.It was included intelligence quotient(IQ), visual-motor integration(VMI), attention, hearing-memory span, language expression, reading ability and faculty of understanding.Control group was 93 normal children. There were statistical significance in those test results between LD group and control group. Scores on IQ test and VMI in LD group were lower than control group(93.86±11.2?93.88±9.2,respectively,P<0.01).The abnormal rate of attention,hearing-memory span,language expression,reading ability and faculty of understanding in LD group were higher than control group(41.2%?46.2%?68%?60.2%?72%,respectively, P<0.05). [Conclusions] The development of LD in children are relate with multi-agent learning ability and interaction each other and all effecting academic achievement.