Language skills of children with different preschool experiences.
Language skills of children with different preschool experiences.
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不同学前经历的儿童的语言技能。
DOI：
10.1044/jshr.3204.773
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发表时间：
1989
期刊：
影响因子：
--
通讯作者：
Ramey,CT
中科院分区：
文献类型：
--
作者：
Roberts,JE;Rabinowitch,S;Bryant,DM;Burchinal,MR;Koch,MA;Ramey,CT
本研究探讨了语言在5岁的社会经济地位不利的儿童出生时被随机分配到一个语言丰富的日托计划与家长教育的组成部分，父母教育计划没有语言丰富的日托，或没有治疗。这些干预措施针对3个月至5岁之间的儿童实施。语言的措施，反映了儿童的能力，操纵的主题，以及他们的结构复杂性，语义多样性，和一般的健谈进行了检查。结果表明，弱势儿童参加语言丰富的日托计划与家长教育的组成部分，使用了显着更大比例的高质量的主题操作技能和低质量的主题操作技能在对话中比其他两组的儿童。高质量的主题操作的日托效果，即使调整后的儿童的智力和社区日托经验的儿童在父母的教育单独和对照组。没有显着的治疗差异，发现结构，语义和健谈的措施。早期语言干预的结果的影响进行了讨论。
This study examined the language at age 5 of socioeconomically disadvantaged children who had been randomly assigned at birth to a language-enriched day care program with a parent education component, a parent education program without a language-enriched day care, or no treatment. The interventions were administered between the ages of 3 months to 5 years. Language measures, reflecting children's ability to manipulate topics, as well as their structural complexity, semantic diversity, and general talkativeness were examined. The results showed that the disadvantaged children who attended the language-enriched day care program with the parent education component used a significantly greater proportion of high quality topic manipulation skills and less low quality topic manipulation skills during conversation than did children in the other two groups. The day care effect on high quality topic manipulation was present even after adjusting for children's intelligence and for the amount of community day care experience of the children in the parent education alone and control groups. No significant treatment differences were found for structural, semantic, and talkativeness measures. Implications of the result for early language intervention are discussed.