阅读障碍儿童的社会情感与认知恢复力
Socio-Emotional and Cognitive Resilience in Children with Reading Disabilities.
作者信息
Haft Stephanie L, Myers Chelsea A, Hoeft Fumiko
机构信息
Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, USA.
Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, USA; Haskins Laboratories, 300 George St #900, New Haven, CT 06511, USA; Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku-ku, Tokyo, 160-8582 Japan.
出版信息
Curr Opin Behav Sci. 2016 Aug;10:133-141. doi: 10.1016/j.cobeha.2016.06.005. Epub 2016 Jun 17.
Abstract
In recent times, research on resilience in children facing adversities has proliferated. In this review, the authors characterize resilience in children with reading disorders (RD). To organize our discussion and categorize the specific outcomes such children demonstrate, we adopt the terms and . By paralleling other resilience research, we seek to uncover protective factors in the hopes that they can be targeted in education and interventions to improve cognitive functioning, socio-emotional wellbeing, and academic success of children with RD. We conclude by considering current limitations and addressing the need for future resilience research in this specific population of children.
摘要
近年来，关于面临逆境儿童的复原力研究激增。在本综述中，作者对患有阅读障碍（RD）儿童的复原力进行了描述。为了组织我们的讨论并对这类儿童所表现出的具体结果进行分类，我们采用了[具体术语未给出]和[具体术语未给出]。通过与其他复原力研究进行对比，我们试图找出保护因素，希望能在教育和干预中针对这些因素，以改善RD儿童的认知功能、社会情感幸福感和学业成就。我们通过考虑当前的局限性并探讨针对这一特定儿童群体未来进行复原力研究的必要性来得出结论。
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