Zimet S G, Farley G K
University of Colorado Health Sciences Center, Denver 80262.
Child Psychiatry Hum Dev. 1993 Spring;23(3):183-202. doi: 10.1007/BF00707149.
Reading, spelling, and arithmetic achievement of children treated in a day psychiatric hospital was examined over time. The results indicated that the majority of children fell in the average and above achievement group and progressed evenly over time. Almost none got worse and only a few made large gains. Organic impairment ratings appeared to distinguish the three performance groups within each subject area.
对在日间精神病医院接受治疗的儿童的阅读、拼写和算术成绩进行了长期观察。结果表明，大多数儿童属于成绩中等及以上组，且随着时间的推移成绩稳步提高。几乎没有人成绩变差，只有少数人有显著进步。器质性损伤评级似乎可以区分每个学科领域内的三个成绩组。
