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The sociopsychometrics of learning disabilities 总被引:1,自引:0,他引:1
Stanovich KE 《Journal of learning disabilities》1999,32(4):350-361
The Boston University (BU) case illustrates how the psychometrics of ability differences interact with the concept of learning disability and with the sociopolitics of schooling and society. It also illustrates that learning disabilities advocacy will not be on a sound footing as long as the field refuses to rid itself of its IQ fetishism, refuses to jettison its fixation on aptitude-achievement discrepancy, and fails to free clinical practice from the pseudoscientific neurology that plagued the field in the 1970s. A more inclusive definition of learning disability--one that abandons discrepancy notions--and a more self-critical attitude toward its own claims would advance the field of learning disabilities and help to rid it of distractions such as the BU case. 相似文献
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Keith E. Stanovich 《Annals of dyslexia》1988,38(1):154-177
A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical
paradoxes for the psychometric definition of reading disability. One such paradox is that cognitive research has undermined
the assumption of specificity in the definition of dyslexia. The assumption of specificity is the underlying premise that
the cognitive problems characteristic of the dyslexic child are reasonably specific to the reading task and do not implicate
broader domains of cognitive functioning. This paper demonstrates how to develop hypotheses about the cognitive deficits of
dyslexic children that do not undermine the assumption of specificity. Phonological awareness is explored as one candidate
process.
It is argued that in order to avoid the pitfalls surrounding the assumption of specificity three things are important: 1)
We must understand the operation of Matthew effects in education (rich-get-richer and poor-get-poorer effects); 2) Strict
psychometric criteria must be used to define dyslexia; 3) We must continually be aware that dyslexia does not demarcate a
discrete category, separate from other groups of poor readers, but represents the outcome of the application of an arbitrary
criterion in a continuous distribution. 相似文献