| Learning Disabilities have been studied on by the educational psychologist for a long time,because of its universality.However,the study on the LD-Intervention becomes more and more important nowadays,and it is the final objective of the correlative studies.According to the correlative studies home and abroad,the writer put forward the teaching method—learning enjoyment method,to remedy the Learning Disabilities in Senior-high school.Meanwhile the writer wanted to discuss the validity of the learning enjoyment teaching method to the improvement of the learning disability students,in order to find a good remedy teaching method for them. The writer composed a questionnaire to measure the cognitive-learning enjoyment of the Senior-high school students,and analyzed the reliability of the questionnaire,the validity of the questionnaire,and the Senior-high school students' cognitive-learning enjoyment.Based on the above study,the writer selected 60 Learning Disability students and made use of the cross-lagged longitudinal design to discuss the relation between the cognitive-learning enjoyment and academic achievement.The objects were separated into two groups,30 for experimental group which were intervened by the learning enjoyment method,30 for the compared group.It follows that,(1)《cognitive-learning enjoyment questionnaire》has good reliability and validity, and it is a good tool to measure the Senior-high school students' cognitive-learning enjoyment.(2) There is a significant positive correlation between the cognitive-learning enjoyment and academic achievement for the Senior-high school students.And there is significant difference between the Senior-high students' cognitive-learning enjoyment.(3) To a certain extent,we can anticipate the students' academic achievement according to the cognitive-learning enjoyment.(4) Long-term cognitive-learning enjoyment teaching method can improve the academic achievements of the Learning Disability students.
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