Story retelling by bilingual children with language impairments and typically developing controls.
Story retelling by bilingual children with language impairments and typically developing controls.
复制标题
由有语言障碍和典型的控制能力发展的双语儿童复述故事。
DOI：
10.1111/1460-6984.12044
复制
发表时间：
2014
影响因子：
2.4
通讯作者：
Gillam,RonaldB
中科院分区：
文献类型：
--
作者：
Squires,KatieE;Lugo-Neris,MirzaJ;Peña,ElizabethD;Bedore,LisaM;Bohman,ThomasM;Gillam,RonaldB
背景到目前为止，有有限的信息记录的增长模式，在叙述的双语儿童和没有小学语言障碍（PLI）。AimsThis study was designed to determine whether bilingual children with and without PLI present similar gains from kindergarten to first grade in the macro-and microstructure of stories told in Spanish and English.Methods & ProceduresIn this longitudinal study，将21名患有PLI的双语儿童分别与年龄，性别，非语言智商和语言暴露的双语典型发育（TD）同龄人进行匹配。在幼儿园和一年级期间，孩子们用西班牙语（L1）和英语（L2）复述无字图画书中的故事。结果与结果总体而言，TD儿童在两个时间点的宏观和微观结构指标上都优于PLI儿童。在宏观结构方面，从幼儿园到一年级，TD组在两种语言方面的进步明显大于PLI组。在微观结构方面，发展迟缓儿童在西班牙语复述上的收获比英语复述多。然而，PLI儿童的微观结构分数在幼儿园到一年级的两种语言中没有差异。我们发现，在幼儿园西班牙语的宏观结构分数预测在一年级时，英语经验保持不变的英语的宏观结构分数。然而，这种跨语言的关系是不明显的microprocessor.Conclusions & ImplicationsTD和PLI儿童在幼儿园和一年级之间的叙事宏观和微观结构的发展不同。TD双语者很容易转移概念上依赖的叙述技能，但随后必须独立学习每种语言的细微差别，才能成功使用识字语言。由于大多数PLI儿童需要更多的接触来建立L1和L2之间的牢固联系，因此他们更难将识字语言形式的知识从一种语言转移到另一种语言。
BackgroundTo date there is limited information documenting growth patterns in the narratives of bilingual children with and without primary language impairment (PLI).AimsThis study was designed to determine whether bilingual children with and without PLI present similar gains from kindergarten to first grade in the macro‐ and microstructure of stories told in Spanish and English.Methods & ProceduresIn this longitudinal study, 21 bilingual children identified with PLI were each matched to a bilingual typically developing (TD) peer on age, sex, non‐verbal IQ and language exposure. During their kindergarten and first‐grade years, children retold stories from wordless picture books in Spanish (L1) and English (L2).Outcomes & ResultsOverall, TD children outperformed those with PLI on measures of macro‐ and microstructure at both time points. For the macrostructure measure, the TD group made significantly larger improvements in both languages from kindergarten to first grade than the PLI group. For microstructure, the TD children made more gains on their Spanish retells than their English retells. However, the PLI children's microstructure scores did not differ from kindergarten to first grade in either language. We found that macrostructure scores in Spanish at kindergarten predicted macrostructure scores in English at first grade when English experience was held constant. However, this same relationship across languages was not evident in microstructure.Conclusions & ImplicationsTD and PLI children differed in the development of narrative macro‐ and microstructure between kindergarten and first grade. The TD bilinguals transferred conceptually dependent narrative skills easily, but then had to learn independently the nuances of each language to be successful using literate language. Because most children with PLI need more exposure to establish strong connections between their L1 and L2, they had more difficulty transferring their knowledge of literate language forms from one language to another.