%0 Journal Article
%T 儿童学习障碍的认知机制与干预策略
Cognitive Mechanisms and Intervention Strategies for Learning Disabilities in Children
%A 龚逸天
%J Advances in Social Sciences
%P 414-420
%@ 2169-2564
%D 2024
%I Hans Publishing
%R 10.12677/ass.2024.13121121
%X 学习障碍是一系列异质性的认知功能障碍的统称，表现在阅读、数学、写作等能力的掌握上存在显著的困难。学习障碍不仅影响儿童的学习、情感、社会性功能，而且如果这些患儿长期得不到干预治疗，对他们一生的发展都有诸多负面影响。文章简述了学习障碍研究的发展历史，阅读和数学学习障碍认知机制的相关研究以及阅读和数学学习障碍干预研究的一些成果，最后总结了实施学习障碍干预时应该注意的一些原则。
Learning disabilities are a collective term for a range of heterogeneous cognitive dysfunctions, characterized by significant difficulties in mastering skills such as reading, mathematics, and writing. Learning disabilities not only affect children’s academic, emotional, and social functioning but also have numerous negative impacts on their lifelong development if these children do not receive timely intervention and treatment. This article briefly outlines the history of research on learning disabilities, related studies on the cognitive mechanisms of reading and mathematics learning disabilities, and some achievements in the intervention research for reading and mathematics disabilities. Finally, it summarizes some principles that should be noted when implementing interventions for learning disabilities.
%K 学习障碍，
%K 阅读障碍，
%K 数学学习障碍
Learning Disabilities
%K Reading Disabilities
%K Math Disabilities
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=103188