Patterns Of Development in Late Talkers: Preschool Years
Patterns Of Development in Late Talkers: Preschool Years
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说话晚者的发展模式：学龄前阶段
DOI：
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发表时间：
1993
期刊：
影响因子：
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通讯作者：
R. Paul
中科院分区：
文献类型：
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作者：
R. Paul
根据 20-34 个月大的表达词汇量较小的情况，将一组儿童确定为“说话晚者”(LT)，并与一组正常说话的同龄人进行匹配。在整个学前阶段，每年都会对受试者进行跟踪，以跟踪语言和相关技能的增长。结果显示，尽管说话晚的孩子在学前时期言语和语言技能有了显着改善，但仍有相当一部分儿童在整个学龄前阶段仍然存在缺陷。到了幼儿园年龄，这些孩子作为一个群体，在阅读准备方面的得分在正常范围内，但处于较低水平。数据表明，语言发育迟缓持续到三岁的时间越长，在学龄前期间自然恢复的机会就越小。说话晚的女孩似乎比说话晚的男孩自发恢复的机会更小。将讨论这些发现对做出早期干预决策的影响。
A group of children was identified as “late talkers” (LT) on the basis of small expressive vocabulary size at 20–34 months of age and matched to a group of normally speaking age-mates. The subjects were followed yearly throughout the preschool period in order to track growth in language and related skills. Results showed that although significant improvement in speech and language skill occurred during the preschool period in the late talkers, a substantial minority of children retained deficits throughout the preschool years. By kindergarten age, these children, as a group, scored within, but at the low end of the normal range in terms of reading readiness. Data suggest that the longer a language delay persists into the third year of life, the less the chance of spontaneous recovery during the preschool period. Late talking girls seem to have less chance for spontaneous recovery than do late talking boys. The implications of these findings for making early intervention decisions will be discussed.