关键词: 学习障碍, 认知能力, 注意力障碍, 视知觉障碍, 学龄儿童

Abstract: Objective To analyze the correlation between cognitive processing defects and different types of learning disabilities in second- to fifth-grade pupils, so as to provide reference for targeted intervention measures. Methods A total of 1 905 second- to fifth-grade pupils in Guangzhou were randomly selected by stratified cluster sampling. Children with learning disabilities were screened by the Pupil Revised-Screening for Learning Disability (PRS) and the Dyslexia Checklist for Chinese Children(DCCC). Data were analyzed by χ² test, t test and Logistic regression. Results Children with written expression disorder (OR=2.70, 95%CI: 1.01 - 7.18), attention disorder (OR=4.44, 95%CI: 1.50 - 13.10) and visual perception disorder (OR=2.93, 95%CI: 1.35 - 6.35) were more likely to have learning disabilities. Children with attention disorder had a higher risk of verbal learning disorder (OR=9.02, 95%CI: 1.82 - 44.84), and children with visual perception disorder had a higher risk of non-verbal learning disorder (OR=4.01, 95%CI: 1.59 - 10.10).Children with attention disorder (OR=6.06, 95%CI: 1.88 - 19.49) and visual perception disorder (OR=4.61, 95%CI: 1.76 - 12.04) had a higher risk of developing mixed learning disorder. Conclusions Multi-dimensional cognitive impairment is related to the occurrence of learning disabilities. Specifically, children with attention impairment and visual perception impairment are more likely to have verbal learning impairment, and non-verbal learning impairment, respectively. Mixed learning impairment is significantly related to both attention impairment and visual perception impairment.

Key words: learning disorder, cognition, attention disorder, visual perception disorder, school-age children