【摘要】 目的 :探讨学习障碍初中生智力及其与学习成绩的关系。方法 :将学习障碍初中生分为语文障碍组、数学障碍组和复合障碍组 ,应用韦氏儿童智力测验量表 (WISC -CR)测查其智力 ,并与对照组比较 ;将测验结果与学习成绩进行多元逐步回归分析。结果 :各学习障碍组的智力水平基本在正常范围 ,但与对照组相比差异仍有显著性 ;数学障碍组九项分测验均低于对照组 ;语文障碍组以言语分测验分数低于对照组为主 ;复合障碍组的智力不平衡性表现明显 ;言语智商、算术、理解、词汇测验分数对语文成绩影响较大 ;言语智商、操作智商、算术、常识、积木测验分数对数学成绩影响较大。结论 :不同类型学习障碍初中生的智力结构不同 ;学习障碍初中生的语文和数学成绩受不同智力因素的影响。更多还原

【Abstract】 Objective: To explore intelligence and the relation between intelligence and learning achievement of the students with learning disability (LD) in junior high school Methods: The students with LD in junior high school were classified as three groups: mathematic LD group, Chinese LD group and multiple LD group WISC-CR was applied to the three groups and control group The results tested by WISC-CR and their learning achievement were analyzed by multiple stepwise regression analysis Results: The IQ of students with LD was in normal range in general, but the IQ differences between LD groups and control groups was significant Nine subtests scores of mathematic LD group were lower than that of the control group The primary problem of Chinese LD group was that all the verbal subtests scores were lower than that of the control group The imbalance between VIQ and PIQ of multiple LD group was obvious The factors affected language achievement were verbal IQ and the subtest sores of arithmetic, comprehension and vocabulary as well The factors affected mathematic achievement were verbal IQ, performance IQ and the subtest sores of arithmetic, information and block design as well Conclusion: The structures of intelligence were different in the students with different types of LD in junior high school Different intelligence factors affected the achievement of language and that of mathematics of the students with LD in junior high school更多还原