摘要
目的了解儿童学习障碍(LD)的认知特征及影响因素.方法采用修订版儿童学习障碍筛查量表(PRS)对深圳市城区6～16岁共2162名小学及初中学生进行了测评分析.结果儿童学习障碍筛出率12.20%,其中男生为17.00%,女生为7.30%,性别差异有统计学意义(P＜0.05);男生除时间和方位的判断外,PRS量表其余4个学能区得分均明显低于女生,差异有统计学意义;LD儿童在听理解及社会行为两大功能区得分明显低于正常对照组,差异有统计学意义(P＜0.05);6～7岁组与8～11岁组间以及12岁以下组与12岁以上组间LD发生率差异有统计学意义(P＜0.05).结论LD的发生及其学能结构差别与性别特征有明显关系;LD儿童学能低下主要表现在听理解及社会行为两大功能区;LD的发生与随年龄增长的因素有关.因此学习障碍的预防和矫治要制定个性化措施.
Objective To investigate the cognitive character and effective factor of learning disabilities. Methods 2162 students aged 6～ 16 in shenzhen elementary and high schools were analysed by The Pupil Rating Scale Revised Screensing for Learning （PRS）. Results The prevalence rate of LD was 12.20% , 17.00% in boys and 7.30% in girls ; all score of learning abilities was found lower in girls than in boys expect the ability of judging time and orientation. It was found that the principal signal of learning disabilities were lessening compre- hension and social behavior. The prevalence rate of LD was found so differently between age 6～7 and 8～11 ,and between age nearly 12 and over 12. Conclusion Sexual factors greatly effected the prevalence rate of LD and the cognitive character of LD; LD mostly put up as listening understanding disabilities and social behavior; age also influenced the prevalence rate of LD. Learning disabilities should be prevented by personality measures.
出处
《中国行为医学科学》
CSCD
2005年第9期835-837,共3页
Chinese Journal of Behavioral Medical Science
基金
深圳市科学技术局立项课题(200304237)
深圳市福田区公益性科研项目立项课题(200302)
