Non-word repetition in adolescents with specific language impairment (SLI)
Non-word repetition in adolescents with specific language impairment (SLI)
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DOI：
10.1111/j.1460-6984.2011.00099.x
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发表时间：
2012-05-01
影响因子：
2.4
通讯作者：
van der Lely, Heather K. J.
中科院分区：
文献类型：
--
作者：
Ebbels, Susan H.;Dockrell, Julie E.;van der Lely, Heather K. J.
背景：在特殊语言障碍（SLI）儿童中，非单词重复（NWR）困难是常见的，但不是普遍的。然而，年龄较大的儿童和青少年患有特殊语言障碍的研究很少。关于NWR困难与其他语言和识字领域的困难之间的关系，研究意见不一。对于（一些）特殊语言障碍儿童在NWR中遇到困难的潜在原因也没有达成共识。一些学者认为，语音短期记忆或存储的困难导致了NWR和其他语言困难，而另一些学者则认为，NWR的困难可能更多地是由于语音表征的困难。目的：探讨一组年龄较大的特殊语言障碍儿童和典型发展对照的NWR能力及其与其他语言和读写能力的关系。研究增加语音复杂性和音节数量对参与者重复非单词能力的相对影响。方法与步骤：对15名11-15岁的特殊语言障碍（SLI）患者、30名语言组和15名年龄组进行语音结构测试（TOPhS），该测试系统地改变了语音复杂性。标准化语言和读写测试以及动词一致性和时态标记的特定测试（动词一致性和时态测试；VATT）也进行了管理。结果与结果：患有特殊语言障碍的参与者表现出双峰分布：一半达到了与年龄相适应的NWR，而一半的得分明显低于语言和年龄对照组（d bbb7）。两组具有特殊语言障碍的参与者（高分者与低分者）仅在NWR （d bbbb5）、一致性（d bbbb3）和时态标记（d b>.5）上存在差异，而在标准化语言和读写能力测试上没有差异。NWR还与动词一致性（r = 0.97）和时态标记（r = 0.89）高度相关，但在对照组中不相关（r分别为0.16和0.30）。语音复杂性与NWR的准确性有关，特别是在有特殊语言障碍的参与者中。音节数对任何组的NWR表现均无独立影响。结论和启示：一些特殊语言障碍儿童（具有良好的非语言障碍学习能力）存在与非语言障碍学习的任何潜在因素无关的语言困难。其他人则有（可能是额外的）缺陷，这影响了NWR，也导致了动词一致性和时态标记的更大困难。结果表明，这种特殊的NWR测试的困难更可能是由于语音本身的缺陷，而不是语音短期记忆或存储。
Background: Non-word repetition (NWR) difficulties are common, but not universal, among children with specific language impairment (SLI). However, older children and adolescents with SLI have rarely been studied. Studies disagree on the relationship between NWR difficulties and difficulties with other areas of language and literacy. There is also no consensus about the underlying reason for the difficulties (some) children with SLI have with NWR. Some scholars argue that difficulties with phonological short-term memory or storage cause NWR and other language difficulties, whereas others argue that difficulties with NWR may be due more to difficulties with phonological representations.Aims: To investigate NWR abilities and their relationship to other language and literacy abilities in a group of older children with SLI and typically developing controls. To investigate the relative effects of increasing phonological complexity and the number of syllables on the ability of the participants to repeat non-words.Methods & Procedures: An NWR test (The Test of Phonological Structure; TOPhS), which systematically varies phonological complexity, was administered to 15 participants with SLI (aged 11-15 years), 30 language and 15 age controls. Standardized language and literacy tests and a specific test of verb agreement and tense marking (Verb Agreement and Tense Test; VATT) were also administered.Outcomes& Results: The participants with SLI showed a bimodal distribution: half achieved age-appropriate NWR, while half scored significantly below language and age controls (d > 7). The two groups of participants with SLI (high versus low scorers) only differed in NWR (d > 5) and agreement (d > 3) and tense marking (d > 2.5), not on the standardized language and literacy measures administered. NWR was also highly correlated with verb agreement (r = 0.97) and tense marking (r = 0.89) among participants with SLI, but not among controls (r = 0.16 and 0.30 respectively). Phonological complexity was related to NWR accuracy, particularly among participants with SLI. The number of syllables had no independent effect on NWR performance for any group.Conclusions & Implications: Some children with SLI (who have good NWR) have language difficulties unrelated to any of the factors underlying NWR. Others have a (probably additional) deficit which affects NWR and also leads to greater difficulties with verb agreement and tense marking. The results indicate that difficulties with this particular NWR test are more likely to be due to a deficit with phonology per se, rather than with phonological short-term memory or storage.