Maternal education and measures of early speech and language
Maternal education and measures of early speech and language
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DOI：
10.1044/jslhr.4206.1432
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发表时间：
1999-12-01
影响因子：
2.6
通讯作者：
Kurs-Lasky, M
中科院分区：
文献类型：
--
作者：
Dollaghan, CA;Campbell, TF;Kurs-Lasky, M
这项研究旨在确定儿童自发言语和语言的4项测量是否因儿童母亲的教育水平而有所不同。对240名3岁儿童的自然语言样本进行了分析，测定了语素的平均话语长度(MLUm)、不同词数(NDW)、总词数(TNW)和辅音正确率(PCC)。皮博迪图画词汇测验(PPVT-R)是一种常模参照的、依赖于知识的语言理解测验，为了与自发测验进行比较，本研究还包括了该测验。对三个水平的母亲教育进行了比较：高中以下毕业生、高中毕业生和大学毕业生。趋势分析表明，MLUm、NDW、TNW和pPVT-R在教育水平上的线性趋势在统计学上显著；PCC的趋势不显著。母亲教育和其他社会人口学变量与儿童语言测量的关系应在使用这些测量方法来确定语言障碍儿童之前进行检查。
The present study was designed to determine whether 4 measures of children's spontaneous speech and language differed according to the educational level of the children's mothers. Spontaneous language samples from 240 three-year-old children were analyzed to determine mean length of utterance in morphemes (MLUm), number of different words (NDW), total number of words (TNW), and percentage of consonants correct (PCC). A norm-referenced, knowledge-dependent measure of language comprehension, the Peabody Picture Vocabulary Test-Revised (PPVT-R), was also included for purposes of comparison with the spontaneous measures. Three levels of maternal education were compared: less than high school graduate, high school graduate, and college graduate. Trend analyses showed statistically significant linear trends across educational levels for MLUm, NDW, TNW, and PPVT-R; the trend for PCC was not significant. The relationship of maternal education and other sociodemographic variables to measures of children's language should be examined before using such measures to identify children with language disorders.