小学生学习困难类型及其综合干预效果的再评估  

Intervention on Learning Disabilities of Primary School Children

作　　者：陈美娣[1] 瞿正万[1] 古嘉琪[1] 林霞凤[1] 蔡正谊[1] 姜华[1] 卢瑛[1] 

机构地区：[1]浦东新区精神卫生中心,200122

出　　处：《中国心理卫生杂志》2004年第1期13-14,12,共3页Chinese Mental Health Journal

摘　　要：目的 :了解小学生学习困难的各种类型分布 ,并验证综合干预的效果。方法 :对浦东新区四所小学 2～ 4年级全部学生进行调查 ,用“技能法”判定学习困难学生并以整群分组法将其分别归为干预组和对照组 ,对干预组采用教育干预、家庭干预、学校干预、心理辅导综合措施一年 ,使用有关量表在干预前后测定二组学生各项指标。结果 :学习困难的检出率为 15 71% ,各类型学习困难的智力水平、语文和数学均分都显著低于正常学生。综合干预一年后 ,进步率 5 7 1% ,学分和IQ均有明显提高。结论 :小学生学习困难有多种不同类型 ,经进一步验证 ,显示综合干预措施对纠正学习困难有显著作用。Objective:To investigate types of learning disabilities in primary school children and do intervention to improve the situation.Methods:Four primary schools in Pudong district were investigated. Among the 1572 students from grade 2 to grade 4, 15.7% had learning disability. They were divided into intervention group and control group by means of cluster sampling.Comprehensive intervention lasted for 1 year, then we did the follow up in both groups.Results:Among the children with learning disabilities,one third were mix type with reading, calculation and spelling difficulties at the same time. After one-year intervention, the rate of improvement was 57%, their academic score and IQ improved significantly than before and than control group.Conclusions:Nearly 16% primary school children have learning disability, the most common type is the mix one. Comprehensive intervention can help more than half of them to improve their learning.

关 键 词：小学生 学习困难 综合干预 调查 心理问题 

分 类 号：R395.6[哲学宗教—心理学]