Wigle S E, White W J
Education Department, Doane College, Crete, NE 68333.
Percept Mot Skills. 1989 Oct;69(2):635-41. doi: 10.2466/pms.1989.69.2.635.
The present investigation examined the characteristics of school-identified learning disabled students from a large metropolitan school district in Tennessee. While it corroborated several findings of previous surveys of such students, this report also supplemented the literature by comparing the differences within a three-year span of time between school-identified learning disabled students who were assigned to self-contained classrooms and those who were assigned to resource rooms. Among the major findings were the presence of initial differences in IQ between self-contained and resource room students, the absence of differences in initial achievement scores between these two groups, and a decline over time in IQ, arithmetic, and spelling scores for both groups.
本次调查研究了田纳西州一个大型都市学区中学校认定的学习障碍学生的特征。虽然它证实了此前针对这类学生的几项调查结果，但本报告还通过比较在三年时间跨度内被分配到独立教室的学校认定学习障碍学生与被分配到辅导教室的学生之间的差异，对相关文献进行了补充。主要研究结果包括：独立教室学生和辅导教室学生在智商上存在初始差异，两组在初始成绩分数上不存在差异，并且两组学生的智商、算术和拼写分数都随时间有所下降。
