Sloper P, Cunningham C, Turner S, Knussen C
Hester Adrian Research Centre, University of Manchester.
Br J Educ Psychol. 1990 Nov;60 ( Pt 3):284-98. doi: 10.1111/j.2044-8279.1990.tb00945.x.
The attainments in reading, number and writing skills, of 117 children with Down's syndrome, aged 6 to 14 years, were assessed using checklists completed by teachers. In a study of child and family functioning a wide range of variables was measured and the relationships of these to academic attainments were investigated using multivariable analysis. The children's mental age scores were most strongly related to academic attainments scores, but, in addition, type of school attended, gender, chronological age and fathers' scores on a measure of locus of control were significantly related. The results are discussed in terms of their implications for educational placement and curriculum, and the role of fathers in their children's education.
通过教师填写的清单，对117名6至14岁唐氏综合征患儿的阅读、数字和书写技能水平进行了评估。在一项关于儿童和家庭功能的研究中，测量了一系列广泛的变量，并使用多变量分析研究了这些变量与学业成绩之间的关系。儿童的心理年龄得分与学业成绩得分的相关性最强，但此外，所就读学校的类型、性别、实足年龄以及父亲在控制点测量上的得分也存在显著相关性。文中根据这些结果对教育安置和课程的影响，以及父亲在子女教育中的作用进行了讨论。
