The nature of written language deficits in children with SLI
The nature of written language deficits in children with SLI
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DOI：
10.1044/1092-4388(2004/109
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发表时间：
2004-12-01
影响因子：
2.6
通讯作者：
Dockrell, JE
中科院分区：
文献类型：
--
作者：
Mackie, C;Dockrell, JE
特殊语言障碍儿童在阅读解码和阅读理解方面存在相关困难。到目前为止，很少有研究调查儿童的书面语言。本研究的目的是（a）评估儿童写作困难的性质和程度，（B）调查口头语言和书面语言之间的关系。确定了11名SLI儿童（平均年龄= 11岁），并与一组按实际年龄（CA;平均年龄= 11;2 [岁;月]）和语言年龄（LA;平均CA = 7;3）匹配的儿童进行比较。所有小组都完成了语言产生、写作和阅读解码的标准化测量。写作评估显示，SLI组写的单词更少，产生的句法错误比CA组多，但他们在书面语言的内容或拼写错误的比例上没有差异。SLI组也比LA组产生更多的语法错误。3组的口语、阅读和写作之间的关系不同。儿童书面语言问题的性质和程度是在口语困难的背景下考虑的。
Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.