The above definition of learning disabilities seems to be somewhat out of line with reading disabilities, but a little analysis will reveal its connection with reading disabilities. In the above definitions (or more than 90 other definitions of learning disabilities), researchers have different understandings and understandings of learning disabilities. For example, the definition of public law 94-142 of the United States holds that learning disabilities "refers to one or several psychological process abnormalities related to understanding and using language"; the United States "National Association of learning disabilities" (njcld) takes learning disabilities from one to the other "lacks" "Depression" and "lack of ability" are replaced by "having significant difficulties", which makes the definition more operational; the World Health Organization describes learning disabilities as "learning skill development disorders", which actually points to the method; while the definition of Taiwan in China divides learning disabilities into developmental learning disabilities and academic learning disabilities, and considers that learning disabilities can be accompanied by other obstacles, Such as sensory barriers, lack of intelligence, emotional distress, or obstacles caused by environmental factors, such as insufficient cultural stimulation and improper teaching. However, in almost all definitions of learning disabilities, dyslexia is considered to be one of them. Generally speaking, dyslexia is one of the most common learning disabilities. A 1993 statistic shows that 80% of children with learning disabilities have difficulty in reading. According to statistics, 5 and 25% of children in the United States have developmental disabilities, and at least 50% of children with learning disabilities are dyslexic children. It can be seen that the proportion of children with dyslexia is large. This shows that the theoretical and practical achievements and research methods of the study of learning disabilities can be directly applied to the study of reading disorders, or as a reference for the study of reading disorders.
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