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评估六岁时的诵读困难
Chapters
Summary
Please note that all translations are automatically generated.
Click here for the English version.
这项研究提出了一个确定诵读困难方案。该协议基于对干预模型的诊断和响应。该提案涉及使用结构化访谈和标准化测试来评估阅读和写作成绩和决定性因素。
Transcript
该协议的目的是提交一个建议的评估程序,在早期客观诊断阅读障碍。对于这种特定学习障碍的诊断,该协议考虑到对某些特定认知和语言决定因素的评估,在阅读和写作方面进行充分指导,对干预模型的反应,以及差异排除和特异性标准诊断模型。该行动协议显示了一个动态模型,用于检测诵读困难,旨在将其与其他合并症问题区分,并确定其特征和决定因素,以便在早期提供有效的干预和/或预防。诵读困难被认为是最常见的特定学习障碍之一,因此,神经发育的永久性障碍。它的特点是难以准确和流利的单词发音,以及拼写和正交的准确性。也是在阅读理解方面带来困难。对于如何识别诵读困难,往往缺乏共识。这是因为目前就不同解释性模式所提供的识别标准是否充分展开辩论。一方面,传统视角提倡一种诊断模型,用于识别这一问题。然而,对干预模式的回应有一个替代方案。诊断模型考虑了几种识别诵读困难的标准:差异标准、排除标准和特异性标准。差异标准基于这样一个事实,即有阅读障碍的人智力潜力与表现之间存在差异。排除标准是指诵读困难与特定疾病之间的差别。特异性标准意味着对阅读障碍中受影响的领域(如语言、推理和工具学习问题)的某些限制。另一方面,对干预模型的反应将阅读障碍者确定为对课堂中其他学生的干预收据没有反应的受试者,并假定这可能是由于加速或教育缺陷造成的。基于该模型,对阅读障碍的识别是一个决策过程,其中评估阶段将穿插一个教学阶段。在每个评估阶段,考虑学生在每个教学阶段后取得的进展。对于应用于确定特定学习障碍,特别是阅读障碍的标准,似乎尚未达成任何共识。巴特的模型因存在某些弱点而受到批评。因此,M大学发展障碍研究小组的学习障碍
Tags
行为, 问题 159, 诵读困难, 评估, 诊断标准, 治疗反应, 结构化面试, 标准化测试Related Videos
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