动态测验对学学习困难儿童的甄别.pdfVIP

摘 要 本研究在传统数学学习困难儿童鉴别的基础上加入动态测验鉴别指标，意在考查动态测验 能否进一步鉴别数学学习困难儿童。以传统鉴别方式选取30 名四年级数学学习困难儿童为实验 组，30 名同年级智力匹配儿童作为对照组，以 Swanson 认知加工测验（S-CPT）的4 个子测验 为工具，采用“前测-干预-后测-延迟后测”范式探查和比较两类儿童的信息加工能力。其中， 前测测量儿童在无提示下的言语、视觉空间认知加工能力，干预是根据序列位置效应原理对儿 童的错误进行提示，后测测量儿童在帮助下的信息加工的最高水平，延迟后测考查儿童内化干 预提示的能力。 结果发现：（1）在传统鉴别的基础上，动态测验的“潜在认知能力”指标能对“数学成绩” 增加 19%的预测力；（2 ）以“潜在认知能力”指标为依据将传统分类方式下的数学学习困难儿 童进一步分为数学发展缺陷儿童（63% ）和数学发展落后儿童（37% ），并且数学发展缺陷儿童 的“潜在认知能力”分数显著低于对照组，而数学发展落后儿童的“潜在认知能力”分与对照 组没有差异；（3 ）数学发展落后儿童经过一年的学习后其数学成绩提高幅度显著高于数学发展 缺陷儿童。 关键词：动态测验；数学学习困难；数学发展落后；数学发展缺陷 I The Contribution of Dynamic Assessment to Screen Mathematics Learning Disabilities This study aimed to use dynamic assessment to explore whether dynamic indictors could distinguish “normal potential” from “lacking potential” in mathematics on the basis of traditional identification of mathematics learning disabilities. 60 children (30 mathematics learning disabilities selected by traditional measurement and 30 intellectual matched children) were participated in this experiment to explore and compare information processing capacity of two types of children. Four sub-tests from Swanson Cognitive Processing Test (S-CPT) were used by dynamic paradigm of “pretest – intervention – posttest - delayed posttest”. The pretest tapped auditory and visual cognitive processing capacity without help, the assists based on serial position effect were provided in intervention phase, the posttest was the highest level, and the delayed posttest meant internalization. Three important findings were as follows: (a) In addition to traditional measurement, “capacity earned” of dynamic indictors could account for additional 19% uniquely; (b) Dynamic indictors could distin