MGH Institute of Health Professions, Boston, MA 02114, USA.
Ann Dyslexia. 2000 Jan;50(1):213-38. doi: 10.1007/s11881-000-0023-5.
This study compared U.S. and Japanese grade school teachers' perceptions of the strengths and weaknesses of children in their classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children's abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall, U.S. and Japanese teachers' rating patterns were similar on 70 percent of the skills. In most areas where significant differences were found-listening, speaking, reading/writing and study skills-U.S. teachers rated higher percentages of their children as "weaker" than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received higher percentages of "weak" ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading to their children's learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems and cultural expectations.
本研究比较了美国和日本的小学教师对课堂上符合常见学习障碍标准的儿童的优缺点的看法。美国教师认定有 4.0%的孩子符合这些标准，而日本教师认定有 1.5%的孩子符合这些标准。然后，教师们对这些孩子在听力、口语、阅读/写作、推理、数学、社交和学习技能等方面的能力进行了评价。总体而言，美国和日本教师在 70%的技能上的评价模式相似。在大多数存在显著差异的领域——听力、口语、阅读/写作和学习技能——美国教师对其孩子的“较弱”评价比例高于日本教师。一个值得注意的例外是社交技能领域，日本孩子获得了更高比例的“较弱”评价。美国和日本教师对导致孩子学习困难的因果因素的看法也存在差异。我们根据书写系统和文化期望的美日差异来讨论这些发现。
