目的 分析二~五年级小学生认知加工缺陷与不同类型学习障碍的关联性,为其针对性干预措施的建立提供参考依据。方法 2019年12月通过分层整群随机抽样抽取广州市二~五年级1 905名小学生,采用学习障碍筛查量表(PRS)筛查学习障碍儿童,采用儿童汉语阅读障碍筛查量表(DCCC)了解其认知特征,采用χ2检验、t检验及Logistic回归进行数据统计分析。 结果 存在书面表达障碍(OR=2.70, 95%CI:1.01~7.18)、注意力障碍(OR=4.44, 95%CI:1.50~13.10)和视知觉障碍(OR=2.93, 95%CI:1.35~6.35)的儿童发生学习障碍的风险更高(P<0.05)。注意力障碍儿童发生言语型学习障碍的风险更高 (OR=9.02, 95%CI:1.82~44.84),视知觉障碍儿童发生非言语型学习障碍的风险更高 (OR=4.01, 95%CI:1.59~10.10),注意力障碍(OR=6.06, 95%CI:1.88~19.49)和视知觉障碍(OR=4.61, 95%CI:1.76~12.04)同时存在的儿童发生混合型学习障碍的风险更高。 结论 多维度的认知障碍与学习障碍的发生相关,其中注意力障碍儿童更易存在言语型学习障碍,视知觉障碍更易存在非言语型学习障碍,混合型学习障碍则同时与注意力障碍和视知觉障碍显著相关。
Abstract
Objective To analyze the correlation between cognitive processing defects and different types of learning disabilities in second- to fifth-grade pupils, so as to provide reference for targeted intervention measures. Methods A total of 1 905 second- to fifth-grade pupils in Guangzhou were randomly selected by stratified cluster sampling. Children with learning disabilities were screened by the Pupil Revised-Screening for Learning Disability (PRS) and the Dyslexia Checklist for Chinese Children(DCCC). Data were analyzed by χ2 test, t test and Logistic regression. Results Children with written expression disorder (OR=2.70, 95%CI: 1.01 - 7.18), attention disorder (OR=4.44, 95%CI: 1.50 - 13.10) and visual perception disorder (OR=2.93, 95%CI: 1.35 - 6.35) were more likely to have learning disabilities. Children with attention disorder had a higher risk of verbal learning disorder (OR=9.02, 95%CI: 1.82 - 44.84), and children with visual perception disorder had a higher risk of non-verbal learning disorder (OR=4.01, 95%CI: 1.59 - 10.10).Children with attention disorder (OR=6.06, 95%CI: 1.88 - 19.49) and visual perception disorder (OR=4.61, 95%CI: 1.76 - 12.04) had a higher risk of developing mixed learning disorder. Conclusions Multi-dimensional cognitive impairment is related to the occurrence of learning disabilities. Specifically, children with attention impairment and visual perception impairment are more likely to have verbal learning impairment, and non-verbal learning impairment, respectively. Mixed learning impairment is significantly related to both attention impairment and visual perception impairment.
关键词
学习障碍 /
认知能力 /
注意力障碍 /
视知觉障碍 /
学龄儿童
Key words
learning disorder /
cognition /
attention disorder /
visual perception disorder /
school-age children
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基金
国家自然科学基金面上项目(81673197);广东省自然科学基金项目(2021A1515011757)
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