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目的在我国开展学习障碍的研究，解决测量工具缺乏的问题。方法采用日文版学习障碍儿童筛查量表（PRS）测试江苏省12市城乡5~15岁普通学校中小学生和幼儿园儿童6676名，进行了标准化研究并与日本的结果进行了比较。结果PRS的项目测试具有较高的可靠性（言语性以及非言语性领域Cronbach’sα系数均大于0.93，全项目则达到0．96）；因子分析则间接提示本次测试的有效性；通过与日本PRS研究结果进行比较，各项目以及各领域得分均略高于日本。结论PRS用于筛检学习障碍具有可行性。
Objective To carry out research on learning disabilities in our country to solve the problem of lack of measuring tools. Methods 6676 primary and secondary school children and kindergarten children from 5 to 15 years old in urban and rural areas in 12 counties of Jiangsu Province were tested with the Japanese version of the Screening Checklist for Learning Disabilities (PRS). The standardization study was conducted and the results were compared with those in Japan. Results The PRS project has high reliability (the Cronbach’s α coefficients are both greater than 0.93 in verbal and non-verbal domains and 0.96 in all projects); the factor analysis indirectly indicates the validity of this test; Japan PRS research results were compared, the score of each project and field are slightly higher than Japan. Conclusions PRS is feasible for screening learning disabilities.