以上介绍的是对有阅读障碍的儿童正式分类的程序,除此之外,还有另一种情况,称为非正式分类程序。当某儿童出现十分严重的问题必须做测试时,一系列非正式分类程序便开始了:通常是班主任与其他教师(包括学校心理辅导教师)、校长、儿童的父母或监护人等进行交谈,共同探讨帮助该儿童和当儿童难以管教时帮助的最好策略。测试成绩出来以后,主要由学校的有关人员来决定应采取的措施。对测试的选择和解释,以及在数据报告的数量方面,通常会保持极大的灵活性。
In addition to the formal classification procedure for children with dyslexia described above, there is another situation called informal classification procedure. When a child has a very serious problem and has to be tested, a series of informal classification procedures begin: usually the head teacher talks with other teachers (including school psychological tutors), principals, children's parents or guardians, etc., to explore the best strategies to help the child and when it is difficult to discipline the child. After the test results come out, it is mainly up to the relevant personnel of the school to decide the measures to be taken. The choice and interpretation of tests, as well as the number of data reports, often remain extremely flexible.
四、阅读障碍的矫治措施
4、 Corrective measures for dyslexia
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