Teacher judgements of the language skills of children in the early years of schooling
Teacher judgements of the language skills of children in the early years of schooling
复制标题
幼儿学前阶段教师对儿童语言能力的判断
DOI：
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复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
Cori J. Williams
中科院分区：
文献类型：
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作者：
Cori J. Williams
语言障碍往往与教育成就和识字方面的问题有关，但为学龄儿童提供的言语治疗服务并不普遍。如果教师能够可靠地确定哪些儿童的语言技能使他们处于危险之中，那么言语和语言治疗师(病理学家)提供的专业服务可能会以更有成效的方式使用。目前的研究将教师的判断与一般语言能力和语音意识的正式测试进行了比较。结果表明，对于学龄前儿童和一年级儿童，教师认同感与正式测试结果相比，比他们对幼儿园儿童的判断更有利。
Language impairments are often associated with problems in educational attainments and in acquiring literacy, but speech therapy services to school-aged children are not universally available. If teachers are able to reliably identify those children whose language skills place them at risk, then the specialist services offered by speech and language therapists (pathologists) may be used in more productive ways. The current study compared teacher judgements with formal testing of general language ability and phonological awareness. Results indicate that teacher identification compared more favourably with formal test outcomes for pre-primary and Year 1 children than was the case when their judgements of kindergarten children were included.
二年级儿童阅读障碍、行为障碍和语言障碍的关联。
DOI：
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发表时间：
2000
期刊：
Journal of child psychology and psychiatry, and allied disciplines.
影响因子：
--
作者：
Tomblin,JB;Zhang,X;Buckwalter,P;Catts,H
通讯作者：
Catts,H
有言语声音障碍史的儿童的学业成绩。
影响因子：
1.7
作者：
Lewis,BA;Freebairn,LA;Taylor,HG
通讯作者：
Taylor,HG