具体性,同时发生和增长:学习障碍儿童的数学和阅读技能发展
Katherine Helene Connors1, Emily L Guertin1, Melissa Nichol1
1Brock University, St. Catharines, ON, Canada.
Journal of learning disabilities
|February 10, 2025
概括
数学和阅读方面的学习障碍随着时间的推移而演变,没有干预就无法解决. 同时出现的残疾遵循一种附加模式,数学残疾障碍变得更加明显.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 学习障碍由于其发育性质,并发症和领域特异性而带来挑战.
- 了解纵向模式对于有效的干预策略至关重要.
研究的目的:
- 分析学习障碍和没有学习障碍的儿童在数学和阅读技能的纵向增长,共发生和域特异性.
- 为了区分孤立的数学残疾 (MD),阅读残疾 (RD) 和同时出现的残疾的轨迹.
主要方法:
- 在5年内对498名1年级儿童进行了纵向研究.
- 应用线性混合效应模型来追踪技能发展和群体差异.
- 分析数学和阅读技能轨迹,损伤水平和领域特异性.
主要成果:
- 与同龄人相比,有学习障碍的儿童表现出平行而不是分歧的技能增长轨迹.
- 随着时间的推移,所有儿童的技能增长都会放缓,这表明在没有干预的情况下持续存在的障碍.
- 同时出现的残疾表现出附加性模式,反映了孤立的残疾轨迹.
- 数学障碍障碍是特定领域的,随着时间的推移而增加;阅读障碍早期影响了这两个领域,但变得更加具体,具有持久的数学缺陷.
结论:
- 如果没有早期的有针对性的干预,学习障碍障碍会持续存在.
- 添加模型有效地描述了数学和阅读障碍的纵向共发生.
- 早期的数学干预应整合语言和概念的支持,由于数学困难的不断变化的性质.
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