Prelinguistic predictors of language outcome at 3 years of age
Prelinguistic predictors of language outcome at 3 years of age
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DOI：
10.1044/1092-4388(2006/088
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发表时间：
2006-12-01
影响因子：
2.6
通讯作者：
Shumway, Stacy
中科院分区：
文献类型：
--
作者：
Watt, Nola;Wetherby, Amy;Shumway, Stacy
目的：本研究的目的是检验在2岁时纵向测量的语言前技能集合的预测有效性，以及在3岁时具有典型语言发展的儿童的语言结果。方法：采用《沟通和符号行为量表发展概况行为样本》（A. Wetherby & B. Prizant, 2002），对160名2年级儿童的早期（M = 14.31个月，SD = 1.36）和晚期（M = 19.76个月，SD = 1.16）进行语言前技能评估。研究了三岁前后儿童语言前技能与接受性和表达性语言的关系。结果：许多前语言技能与语言结果之间存在显著相关性。回归分析表明，早期和晚期的理解对接受性和表达性语言结果有独特的影响。此外，在第二年早期，传统手势的盘点对接受性语言的结果有独特的贡献，而共同注意的行为对表达性结果有独特的贡献。在第二年末，辅音的盘点对表达结果有独特的贡献。结论：研究结果证明了语言前技能和语言技能之间的连续性，以及许多语言前技能的个体差异如何共同和独特地影响正常发育儿童的语言结果。
Purpose: The purpose of this study was to examine the predictive validity of a collection of prelinguistic skills measured longitudinally in the 2nd year of life to, language outcome in the 3rd year in children with typical language development.Method: A collection of prelinguistic skills was assessed in 160 children early (M = 14.31 months; SD = 1.36) and late (M = 19.76 months; SD = 1.16) in their 2nd year by using the Communication and Symbolic Behavior Scales Developmental Profile Behavior Sample (A. Wetherby & B. Prizant, 2002). The relation between the prelinguistic skills and the receptive and expressive language near the 3rd birthday was examined.Results: Significant correlations were observed between many prelinguistic skills and language outcome. Regression analyses indicated that comprehension both early and late contributed unique variance to receptive and expressive language outcome. In addition, early in the 2nd year, inventory of conventional gestures contributed uniquely to receptive language outcome, and acts for joint attention contributed uniquely to expressive outcome. Late in the 2nd year, inventory of consonants contributed uniquely to expressive outcome.Conclusions: The findings demonstrate continuity between prelinguistic and linguistic skills and how individual differences in a number of prelinguistic skills contribute collectively and uniquely to language outcome in typically developing children.