Predictors of growth or attrition of the first language in Latino children with specific language impairment.
Predictors of growth or attrition of the first language in Latino children with specific language impairment.
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DOI：
10.1017/s0142716412000215
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发表时间：
2013-11-01
影响因子：
2.1
通讯作者：
Sweet, Monica
中科院分区：
文献类型：
--
作者：
Simon-Cereijido, Gabriela;Gutierrez-Clellen, Vera F.;Sweet, Monica
我们调查了可能有助于理解母语中语言发展差异率的因素（即，西班牙语）的拉丁美洲学龄前儿童与特定语言障碍（SLI）。儿童被随机分配到双语或仅英语的小组干预措施，并从学前班到幼儿园进行跟踪。西班牙语的增长预测因素包括干预的语言，儿童的语言发展水平或严重程度，儿童的社会情感技能，以及儿童的英语使用水平。随着时间的推移，西班牙语的性能结果进行了评估，使用一系列的纵向模型与基线和治疗后的措施嵌套在儿童。随着时间的推移，儿童在西班牙语方面的成绩有所提高。教学语言和儿童的词汇水平和社会情感发展的基线是显着的预测差异的增长率在家庭语言。临床医生在提出临床建议时可能需要考虑这些因素。
We investigated the factors that may help understand the differential rates of language development in the home language (i.e., Spanish) of Latino preschoolers with specific language impairment (SLI). Children were randomly assigned to either bilingual or English-only small group interventions and followed from preschool to kindergarten. Predictors of Spanish growth included the language of intervention, the child’s level of language development or severity, the child’s socio-emotional skills, and the child’s level of English use. Spanish performance outcomes were assessed over time using a series of longitudinal models with baseline and post-treatment measures nested within child. Children demonstrated growth on Spanish outcomes over time. The language of instruction and the child’s level of vocabulary and socio-emotional development at baseline were significant predictors of differences in rates of growth in the home language. Clinicians may need to take into consideration these factors when making clinical recommendations.