Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth.
Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth.
复制标题
患有发展性语言障碍的儿童的词汇缺陷的特点是广度和深度有限。
DOI：
10.1111/1460-6984.12008
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发表时间：
2013
影响因子：
2.4
通讯作者：
Duff,Dawna
中科院分区：
文献类型：
--
作者：
McGregor,KarlaK;Oleson,Jacob;Bahnsen,Alison;Duff,Dawna
背景词汇量不足是发展性语言障碍的常见症状，目的从词汇知识的广度和深度两个方面来描述中国学生词汇学习的缺陷，并探讨其缺陷的性质和程度是否随学年而变化。从现有的纵向数据库中提取了177名发育性语言障碍（LI）儿童和325名语言发育正常（ND）的年级伙伴的25681个口头定义。我们通过计算正确定义的单词数量来分析这些单词的广度，并通过确定每个正确定义中的信息量来分析这些单词的深度。通过线性混合模型，我们确定了广度和深度是否与语言诊断独立的非语言智商，母亲的教育水平，种族，性别，收入和（仅深度）world.Outcomes & ResultsChildren LI得分显着低于ND儿童在所有年级的词汇知识的广度和深度。各职等之间的赤字程度差异不大。语言诊断是一个独立的预测的广度和深度和强大的预测母亲的教育。对于LI组，深度相对于广度的增长比ND group.Conclusions和ImplicationsCompared他们的年级同学，LI儿童有较少的单词在他们的词汇，他们有浅的知识的话，在他们的词汇。这种缺陷在发育过程中持续存在。
BackgroundDeficient vocabulary is a frequently reported symptom of developmental language impairment, but the nature of the deficit and its developmental course are not well documented.AimsTo describe the nature of the deficit in terms of breadth and depth of vocabulary knowledge and to determine whether the nature and the extent of the deficit change over the school years.Methods & ProceduresA total of 25 681 oral definitions produced by 177 children with developmental language impairment (LI) and 325 grade‐mates with normally developing language (ND) in grades 2, 4, 8 and 10 were taken from an existing longitudinal database. We analysed these for breadth by counting the number of words defined correctly and for depth by determining the amount of information in each correct definition. Via a linear mixed model, we determined whether breadth and depth varied with language diagnosis independent of non‐verbal IQ, mothers’ education level, race, gender, income and (for depth only) word.Outcomes & ResultsChildren with LI scored significantly lower than children with ND on breadth and depth of vocabulary knowledge in all grades. The extent of the deficit did not vary significantly across grades. Language diagnosis was an independent predictor of breadth and depth and as strong a predictor as maternal education. For the LI group, growth in depth relative to breadth was slower than for the ND group.Conclusions & ImplicationsCompared with their grade‐mates, children with LI have fewer words in their vocabularies and they have shallower knowledge of the words that are in their vocabularies. This deficit persists over developmental time.