FOLLOW-UP-STUDY OF CHILDREN WITH ARTICULATION AND LANGUAGE DISORDERS
FOLLOW-UP-STUDY OF CHILDREN WITH ARTICULATION AND LANGUAGE DISORDERS
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DOI：
10.1044/jshd.4302.227
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发表时间：
1978-01-01
期刊：
影响因子：
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通讯作者：
TOMBLIN, JB
中科院分区：
文献类型：
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作者：
HALL, PK;TOMBLIN, JB
受试者（36），18名语言障碍和18名发音障碍的儿童，进行了随访的沟通技巧和教育表现13-20年后，他们最初接触的语言和听力诊所。据他们的父母说，9名语言障碍的受试者成年后继续表现出沟通问题，而只有一名发音障碍的受试者。标准化的教育测试进行，而受试者在小学和中学表明，语言障碍组始终在一个较低的水平比发音障碍组，特别是在阅读。各组之间的差异也表现在受试者所尝试的中学后教育类型上。这些结果的临床，教育和研究意义进行了讨论。
Subjects (36), 18 language-impaired and 18 articulation-impaired children, were followed up with respect to communication skills and educational performance 13-20 yr after their initial contact with the speech and hearing clinic. According to their parents, 9 language-impaired subjects continued to exhibit communication problems as adults, compared to only one of the articulation-impaired subjects. Standardized educational testing conducted while the subjects were in elementary and secondary schools indicated that the language-impaired group consistently achieved at a lower level than the articulation-impaired group, particularly in reading. Differences between the groups were also exhibited in the types of postsecondary education attempted by the subjects. Clinical, educational and research implications of these results were discussed.