The Grammar of Information: Challenges for Older Students With Language Impairments
The Grammar of Information: Challenges for Older Students With Language Impairments
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信息语法：有语言障碍的高年级学生面临的挑战
DOI：
10.1097/tld.0b013e3181f90878
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发表时间：
2010
影响因子：
1.4
通讯作者：
Catherine H Balthazar
中科院分区：
文献类型：
--
作者：
C. M. Scott;Catherine H Balthazar
目的：本文的目的是描述信息（临时）语言的性质，在独特的语法特征和讨论的应用程序，评估和干预的年龄较大的学龄儿童和青少年的语言障碍。研究方法：所提供的信息是基于选定的文献综述，包括学术文本的性质，语言障碍和/或学习障碍的大龄儿童和青少年的临时文本处理，以及针对同一人群中更高水平语言的语言干预研究。结果如下：我们总结了信息文本中的关键语法策略：（a）复杂的名词（名词短语）组，（B）小句从属关系，（c）主位和信息机制。虽然这些结构的设施是不是常规或系统的语言临床医生进行测试，我们强调评估程序，用于此目的。有希望的干预证据表明，信息文本的语法特征可以有针对性地与这方面的更高层次的语言斗争的学生的积极成果。结论：成功地理解和生成信息文本需要独特的语法知识。一个定性的文献综述是用来获得最佳做法的评估和干预与学龄儿童谁是特别受到这些类型的文本的挑战。
Purpose: The purpose of this article is to describe the nature of informational (expository) language in terms of unique grammatical characteristics and discuss applications for assessment and intervention for older school-aged children and adolescents with language impairments. Methods: Information presented is based on a selected literature review of topics including the nature of academic texts, expository text processing of older children and adolescents with language impairments and/or learning disabilities, and language intervention studies that target higher level language in the same population. Results: We summarize key grammatical strategies found in informational text: (a) complex nominal (noun phrase) groups, (b) clausal subordination, and (c) theme and information mechanisms. Although facility with these structures is not routinely or systematically tested by language clinicians, we highlight assessment procedures useful for this purpose. Promising intervention evidence suggests that grammatical features characteristic of informational text can be targeted with positive results for students who struggle with this aspect of higher level language. Conclusions: Success comprehending and producing informational text requires unique grammatical knowledge. A qualitative literature review is used to derive best practices in assessment and intervention with school-aged children who are particularly challenged by these types of texts.
有语言障碍的青少年的说明性话语：检查句法发展。
影响因子：
2.6
作者：
Nippold,MarilynA;Mansfield,TracyC;Billow,JesseL;Tomblin,JBruce
通讯作者：
Tomblin,JBruce