The Relation between Intelligence and Learning Achievement of Students with Learning Disability in Junior High School
- VernacularTitle:学习障碍初中生智力与学习成绩探讨
- Author:
Yan ZHANG
;
Li CHEN
;
Aishu LIU
- Publication Type:Journal Article
- Keywords:
health psychology learning disability case-control study intelligence learning achievement
- From:
Chinese Mental Health Journal
2002;0(09):-
- CountryChina
- Language:Chinese
-
Abstract:
Objective: To explore intelligence and the relation between intelligence and learning achievement of the students with learning disability (LD) in junior high school Methods: The students with LD in junior high school were classified as three groups: mathematic LD group, Chinese LD group and multiple LD group WISC-CR was applied to the three groups and control group The results tested by WISC-CR and their learning achievement were analyzed by multiple stepwise regression analysis Results: The IQ of students with LD was in normal range in general, but the IQ differences between LD groups and control groups was significant Nine subtests scores of mathematic LD group were lower than that of the control group The primary problem of Chinese LD group was that all the verbal subtests scores were lower than that of the control group The imbalance between VIQ and PIQ of multiple LD group was obvious The factors affected language achievement were verbal IQ and the subtest sores of arithmetic, comprehension and vocabulary as well The factors affected mathematic achievement were verbal IQ, performance IQ and the subtest sores of arithmetic, information and block design as well Conclusion: The structures of intelligence were different in the students with different types of LD in junior high school Different intelligence factors affected the achievement of language and that of mathematics of the students with LD in junior high school
