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A new orientation to the evaluation and diagnosis model of learning disabilities in the United States of America |
| WANG Daoyang1,2，ZOU Zicheng2，SONG Ran2，YIN Xin2 |
1. Collaborative Innovation Center of Assessment toward Basic Education Quality，Beijing Normal University，Beijing 100875，China；2. Department of Psychology，Anhui Normal University，Wuhu 241000，China |
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Abstract In terms of the evaluation and diagnosis of learning disabilities on American children，there succes-sively appeared intelligence and learning achievement model，dynamic assessment model，responsiveness-to-intervention model and hypothesis-testing CHC approach model. The evaluation and diagnosis of learning disabilities developed from dynamic evaluation to functional diagnosis，from multilayer screening intervention to multi-tier service delivery，and from education practice application to cognitive and neural demonstration，showing the strong vitality. But responsiveness-to-intervention model and hypothesis-testing CHC approach model，which have far-reaching impacts in recent years，were also confronted with problems of undetermined standard of identification of learning disabilities and insufficiecy in intervention effect. In accordance with these problems，an integrated and intelligent responsiveness-to-intervention model may be the optimal choice in further research.
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