学习障碍成因与干预研究进展

Research progress on cause and intervention of learning disabilities

学习障碍(learning disabilities,LD)是儿童在语言、言语、阅读和社会交往技能方面的发育障碍,而与其智力无关。学习障碍领域的研究已有多年的历史,但至今并未形成一个统一的认识。针对学习障碍的成因,研究者从认知神经因素、心理学因素以及环境因素等角度进行探讨,提出了学习障碍四种干预模式的演变。学习障碍干预也面临着学习障碍鉴别标准模糊化、干预效果不显著等问题,针对这些问题,学习障碍干预走向综合化、智能化是其未来研究发展的必然选择。

Learning disability is a developmental disorder in language,speaking,reading,and social interaction skills of children,but it has nothing to do with intelligence.Aiming at the causes of learning disabilities,discussing the cognitive factors,psychological factors and environmental factors,the researchers proposed the IQ-achievement discrepancy in diagnostic intervention model,Dynamic Assessment Model,Responsiveness-to-Intervention,and Hypothesis-Testing CHC Approach.The intervention of learning disabilities is also faced with the problem of indefinite identification standard and obviously insufficient effect.For these problems,it is the inevitable choice that learning disability intervention walks towards a comprehensive,intelligent research and development in the future.