从差异取向的评估到认知—干预取向的评估——学习障碍评估模式的新趋势

The Shift from Assessment based on Differences to Assessment based on Cognitive-intervention in LD study.

长期以来智力分数与成绩分数的差异被认为是诊断学习障碍的主要标准 ,近年来随着认知心理学对于阅读障碍的语音意识机制的研究取得的突破 ,研究者对用差异标准来诊断学习障碍进行了批评 ,并主张用与学习的认知过程有关的测评来取代不准确的智商和成绩的差异这一标准。本文分析了这一新的评估取向 ,并通过对比Kavale与Fletcher的评估模式 。

The discrepancy between IQ and achievement is always thought as the major criterion in assessing learning disability. Following the understanding of phonological awareness in learning disability, many researchers recommended assessment based on cognitive-intervention, instead of based on differences, in assessing learning disability. This paper analyses the shift of approach by comparing the assessment models of Kavale and Fletcher. The discussion suggests the future direction and development in assessing the learning disability.