Hartzell H E, Compton C
Pediatrics. 1984 Dec;74(6):1058-64.
A 10-year follow-up of 114 learning-disabled students has been conducted, gathering information on their academic achievement, social success, and job satisfaction. These students have been compared with 144 siblings without learning disabilities. Significantly lower levels of school attainment, academic success, and social success are found for the learning-disabled group. No difference is found in level of job satisfaction. Significant positive factors contributing to school success in the learning-disabled group were high IQ, less severe learning disability, positive personality characteristics in the child, effective family function, strong family support, high occupational level of family breadwinner, and high education level attained by the mother. Negative factors are a more severe degree of learning disability, the presence of hyperactivity, and a concomitant disability in mathematics.
对114名学习障碍学生进行了为期10年的跟踪研究，收集了他们学业成绩、社交成就和工作满意度方面的信息。这些学生与144名无学习障碍的兄弟姐妹进行了比较。结果发现，学习障碍组的学业成绩、学术成就和社交成就水平显著较低。在工作满意度方面未发现差异。对学习障碍组学业成功有显著贡献的积极因素包括高智商、学习障碍不太严重、孩子积极的性格特征、有效的家庭功能、强大的家庭支持、家庭主要收入者的高职业水平以及母亲所达到的高教育水平。消极因素包括学习障碍程度更严重、存在多动以及伴有数学方面的残疾。
