Gesture and speech during shared book reading with preschoolers with specific language impairment.
Gesture and speech during shared book reading with preschoolers with specific language impairment.
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与有特定语言障碍的学龄前儿童共享书籍时的手势和言语。
DOI：
10.1017/s0305000914000762
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发表时间：
2015
影响因子：
2.2
通讯作者：
E. Florit
中科院分区：
文献类型：
--
作者：
M. Lavelli;Chiara Barachetti;E. Florit
这项研究考察了(A)有特殊语言障碍(SLI)和典型发育障碍(TD)儿童及其母亲在共享读书过程中产生的手势和言语之间的关系，以及(B)伴随母亲言语的手势对儿童对话反应的潜在有效性。15名有SLI表达的学龄前儿童与15名年龄匹配的TD儿童和15名语言匹配的TD儿童进行了比较。儿童和母亲的话语根据情态、手势类型、手势-言语信息关系和交际功能进行编码。与TD同龄人相比，SLI儿童更多地使用双峰言语和手势，为共现的言语增添独特的信息。一些差异反映在母亲的沟通上。序列分析表明，只有SLI组的母亲阅读伴随着手势时，儿童的主动性显著增加，当母亲的非信息性修复伴随着手势时，他们更有可能从儿童那里获得足够的答案。这些发现支持SLI儿童的“手势优势”假说，并对教育和临床实践具有一定的指导意义。
This study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture-speech informational relationship, and communicative function. Relative to TD peers, children with SLI used more bimodal utterances and gestures adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal reading accompanied by gestures was significantly followed by child's initiatives, and when maternal non-informative repairs were accompanied by gestures, they were more likely to elicit adequate answers from children. These findings support the 'gesture advantage' hypothesis in children with SLI, and have implications for educational and clinical practice.
说话晚者的语言和手势：一年的随访。
DOI：
10.1044/jshr.3403.604
发表时间：
1991
期刊：
Journal of speech and hearing research
影响因子：
--
作者：
Thal,D;Tobias,S;Morrison,D
通讯作者：
Morrison,D
韵律和手势提示对特定语言障碍儿童新词习得的影响。
DOI：
10.1044/jshr.3605.1013
发表时间：
1993
期刊：
Journal of speech and hearing research
影响因子：
--
作者：
Weismer,SE;Hesketh,LJ
通讯作者：
Hesketh,LJ