Pupil Rating Scale Revised Screening for Learning Disabilities – Chinese Version

Description

The “Pupil Rating Scale Revised Screening for Learning Disabilities” (PRS) was developed by American psychologist and linguist H.R. Myklebust in 1981. It comprises two types of evaluation forms: verbal and non-verbal, and consists of five behavior categories (A. Auditory comprehension and memory; B. Language; C. Time and spatial judgment; D. Motor skills; E. Social behavior). The scale includes 24 items scored using a five-point Likert scale. It is applicable for children aged 3 to 15. The scale has been revised by Jing Jin and others, showing high consistency between initial assessment and reassessment scores (correlation value of 0.98, PAuthors and Contact Email
Jing Jin, Yu Miao, Deng Guifen. Contact Email: information not available.

Purpose

The purpose of the PRS is to screen for learning disabilities in children, helping educators identify students who may require additional support in learning.

Test Year

1981

Administration Method and Scoring

The PRS is administered by trained teachers who evaluate students based on the scale’s items. Each item is scored on a five-point Likert scale, where the scores indicate varying levels of capability or difficulty in specific areas.

Reliability and Validity

The scale shows high reliability with an inter-rater correlation value of 0.98 (PFactors and Subscales
The scale consists of five main factors:
1. 听觉理解和记忆 (Auditory comprehension and memory)
2. 语言 (Language)
3. 时间和方位判断 (Time and spatial judgment)
4. 运动 (Motor skills)
5. 社会行为 (Social behavior)

Keywords

Learning Disabilities, Screening Tool, Child Assessment, Educational Psychology

Items in Chinese

1. 词汇理解
2. 服从指示
3. 在班级内交谈
4. 记忆力
5. 词汇
6. 语法
7. 口语
8. 表述经验的能力
9. 表达思想的能力
10. 时间判断能力
11. 场地方向感
12. 关系判断
13. 位置感
14. 一般运动
15. 平衡能力
16. 手指灵活性
17. 班级内的协调性
18. 注意力
19. 调整顺序能力
20. 对新情况的适应力
21. 社会交往
22. 责任感
23. 完成任务能力
24. 关心他人

Items in English

1. Vocabulary comprehension
2. Ability to follow instructions
3. Conversational ability in class
4. Memory
5. Vocabulary
6. Grammar
7. Oral expression
8. Ability to convey experience
9. Ability to express thoughts
10. Time judgment ability
11. Sense of direction
12. Relationship judgment (e.g., big vs. small, far vs. near, light vs. heavy)
13. Sense of position
14. General motor skills (e.g., walking, running, jumping, climbing)
15. Balance ability
16. Finger dexterity (e.g., using chopsticks, manual tasks, buttoning, writing, drawing)
17. Coordination in the classroom
18. Attention
19. Ability to adjust sequence
20. Adaptability to new situations (e.g., birthday parties, celebrations, travel, changes in courses)
21. Social interaction
22. Sense of responsibility
23. Ability to complete tasks (e.g., homework, duties, agreed tasks)
24. Caring for others

References

静进,余淼,邓桂芬.学习能力障碍筛查量表的修订和在小学生中的试用[J].心理发展与教育,1995,(02):24-29.
骆艳.汉语发展性阅读障碍儿童工作记忆研究及干预效果评价[D].华中科技大学,2012.