A comparison of early literacy skills in children with specific language impairment and their typically developing peers
A comparison of early literacy skills in children with specific language impairment and their typically developing peers
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DOI：
10.1044/1058-0360.0803.249
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发表时间：
1999-08-01
影响因子：
2.6
通讯作者：
Hedberg, NL
中科院分区：
文献类型：
--
作者：
Boudreau, DM;Hedberg, NL
虽然有语言障碍的儿童在学习阅读和写作方面经常遇到困难，但很少有研究对这一人群的早期发展技能进行调查。在这个项目中，有特殊语言障碍的学龄前儿童与年龄、性别和社会经济地位相匹配的同龄人在语言、处理和印刷相关技能方面进行了比较。结果显示，有语言障碍的孩子在韵律、字母名称和与印刷相关的概念的知识测试中比正常的同龄人表现得更差。尽管SLI组在语言结构的叙事测量、信息回忆和包括的总事件方面表现较差，但在包含对整个情节线至关重要的成分方面没有观察到显著差异。研究结果表明，困难延伸到对解码和理解都很重要的早期发展技能。
Although children with language impairments often experience difficulties learning to read and write, very little research has examined early developing skills in this population. In this project, preschool children with specific language impairment and peers matched for age, gender, and socioeconomic status were compared on measures of language, processing, and print-related skills. Results revealed that the children with language impairments performed more poorly than typical peers on tasks measuring knowledge of rhyme, letter names, and concepts related to print. Despite poorer performance of the group with SLI on narrative measures of linguistic structure, recall of information, and total events included, no significant differences were observed on inclusion of components identified as critical to overall plot line. Findings suggest that difficulties extend across early developing skills known to be important for both decoding and comprehension.