Correlates of language development in language-disordered children.
Correlates of language development in language-disordered children.
复制标题
语言障碍儿童语言发展的相关性。
DOI：
10.1044/jshd.5001.73
复制
发表时间：
1979
期刊：
影响因子：
--
通讯作者：
T. Schery
中科院分区：
文献类型：
--
作者：
T. Schery
这项研究整理了 8 年来收集的 718 名语言障碍儿童的大型数据档案。对按人口/背景、身体/发育、社会/个性和语言/学业特征分类的描述性数据进行分析，以提供对这组儿童的广泛描述。从程序记录中识别出五个领域的描述符变量集，并用于预测程序进入时的语言表现以及 2-3 年内的相对语言进步。年龄是所有分析中最强的预测因素。总的来说，该研究中的主要研究因素（代表智商、语言历史、社会经济地位、身体/神经学和社会情感背景的 53 个变量）未能很好地解释项目进入时的语言表现或相对语言增益。在预测语言表现的预测中，智商和身体因素发挥了最强的作用。对相对收益预测有显着贡献的两个因素是智商（尽管出人意料地微弱）和社会情绪状态。确定了在该计划中进步最大的那些孩子的特征。
This study organized a large data archive gathered over 8 years on 718 children with language disorders. Descriptive data categorized by demographic/background, physical/development, social/personality, and language/academic characteristics were analyzed to provide a broad description of this group of children. Sets of descriptor variables in five domains were identified from program records and were used to predict language performance at program entry and relative language improvement over 2-3 years. Age was the strongest predictor for all analyses. In general, the primary research factors in the study (53 variables representing IQ, language history, socioeconomic status, physical/neurological, and social-emotional background) failed to account very well for either language performance at program entry or for relative language gain. In prediction of pretest language performance, IQ and physical factors played the strongest role. The two factors contributing significantly to prediction of relative gain were IQ (although surprisingly weakly) and social-emotional status. Characteristics of those children who progressed most while in the program were identified.