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DEVELOPMENT OF ASSESSMENT AND IDENTIFICATION METHOD FOR LAERNING DISABILITIES

学习障碍评估和识别方法的开发

基本信息

批准号：
12610160
负责人：
TAKAMURA Tomoko
金额：
$ 2.37万
依托单位：
The National Institute of Special Education (2001)National Institute of Special Needs Education (2000)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2001
项目状态：
已结题

项目摘要

In a process of assessment and identification of learning disabilities (LD) understanding learning condition and academic skills of children is essential. Truly in Japan, it is requested to develop educational diagnostic method with purposes of assessing LD and preparing teaching strategy based on results.Examining Learning Disabilities Diagnostic Inventory : LDDI (Hammill ＆ Bryant, 1998) and Learning Disabilities Screening Checklist (Kaizu, 2000) with reference to Japanese Course of Study (Ministry of Education, Science and Culture, 1988), we selected 103 items of specific learning difficulties in six areas of basic academic skills 1istening, speaking, reading, writing, calculating and reasoning. Also we added 21 items of two scales of behaviors (hyperactivities/attention/impulsiveness) and social skills, which are not included as a core element of LD in the definition, but often observed in children with LD and recognized as real problems by school teachers.Newly developed Learning D … More isabilities Inventory : LDI is composed of 134 items and in which raters are asked to mark one out of four frequency (1- none, 2 rarely, 3-sometimes, 4-frequent) with which a student evaluated exhibits each earning difficulty/behavior.We administered a preliminary study to examine the reliability and validity of the LDI. Fifty-two children (37 boys and 15 girls) in the second, forth and sixth grades were rated on the LDI by 30 teachers. Of the subjects, 21 (40 %) children had been diagnosed or identified as LD.Results showed that the subjects with LD scored higher than those without LD in most of the items in all areas of learning, though significant differences between the two groups were admitted in listening, speaking, reading, writing, calculating, behavior and social skills. The scores did not significantly vary over the three grades. The internal reliabilities tested with a model were greater than .900. Also, the scores on LDI discriminated children with LD from those without LD and children of low scholastic achievement from those of high scholastic achievement. Further study is needed to find any types of LDI profiles that identify learning difficulties in specific academic skills. Less

在评估和识别学习障碍的过程中，了解儿童的学习状况和学习技能是必不可少的。在日本，确实需要发展教育诊断方法，以评估LD并根据结果制定教学策略。学习障碍诊断量表：LDDI （Hammill & Bryant, 1998）和学习障碍筛查表（Kaizu, 2000）参照日本文部科学省1988年出版的《日语课程》，在基本学术技能（听、说、读、写、计算和推理）6个领域中选择了103个特定学习困难项目。此外，我们还增加了行为（多动/注意力/冲动）和社交技能两个量表中的21个项目，这些项目在定义中并未被纳入LD的核心要素，但在LD儿童中经常观察到，并被学校教师认为是真正的问题。新开发的学习障碍量表：LDI由134个项目组成，评分者被要求在四种频率（1-没有，2很少，3-有时，4-频繁）中标记一个，被评估的学生表现出每种学习困难/行为。我们进行了一项初步研究来检验LDI的信度和效度。二、四、六年级的52名学生（37名男生和15名女生）由30名教师对LDI进行了评分。结果显示，虽然两组儿童在听、说、读、写、算、行为和社交技能方面存在显著差异，但在所有学习领域的大部分项目中，有弱智儿童的得分均高于无弱智儿童。三个年级的分数没有显著差异。用模型检验的内部信度大于0.900。此外，在LDI分数上，有学习障碍的孩子和没有学习障碍的孩子、学习成绩低的孩子和学习成绩高的孩子也存在差别。需要进一步的研究来发现任何类型的LDI概况，以确定特定学术技能的学习困难。少