Intervention on Learning Disabilities of Primary School Children
- VernacularTitle:小学生学习困难类型及其综合干预效果的再评估
- Author:
Meidi CHEN
;
Zhengwan QU
;
Jiaqi GU
- Publication Type:Journal Article
- Keywords:
child psychology learning disability intervention-follow-up studies primary school students
- From:
Chinese Mental Health Journal
1992;0(01):-
- CountryChina
- Language:Chinese
-
Abstract:
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.
