General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities.
General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities.
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DOI：
10.1044/jslhr.4302.324
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发表时间：
2000-04
期刊：
影响因子：
--
通讯作者：
Cheryl M. Scott;J. Windsor
中科院分区：
文献类型：
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作者：
Cheryl M. Scott;J. Windsor
自然语境中的语言表现可以通过生产力、流畅性、词汇多样性以及语法复杂性和准确性的一般衡量标准来表征。使用此类措施作为年龄较大儿童语言障碍的指标存在方法和解释问题。本研究评估了 10 项一般语言表现指标 (GLPM) 将有语言学习障碍 (LLD) 的学龄儿童与实际年龄 (CA) 和语言年龄 (LA) 同龄人区分开来的程度。孩子们对两盘教育录像带进行了口头和书面总结，提供了叙述性或说明性（信息性）话语的模型。 LLD 儿童的生产力指标（包括总 T 单位、总单词数和每分钟单词数）显着低于 CA 儿童。所有儿童的流畅性（迷宫 T 单元百分比）和词汇多样性（不同单词的数量）测量结果相似。 LLD 儿童的语法复杂性（以每个 T 单元单词数衡量）显着较低。然而，每个 T 单元的子句组之间没有差异。将 LLD 儿童与加州和洛杉矶同龄人区分开来的唯一衡量标准是语法错误的程度。话语体裁和语气的影响在各组之间是一致的。与叙事相比，说明性摘要更短、不太流畅（口语版本）、更复杂（每个 T 单元的单词数）并且更容易出错。书面摘要比口头版本更短且错误更多。对于许多法学博士和洛杉矶儿童来说，写说明文极其困难。讨论了年龄较大儿童语言障碍的影响。
Language performance in naturalistic contexts can be characterized by general measures of productivity, fluency, lexical diversity, and grammatical complexity and accuracy. The use of such measures as indices of language impairment in older children is open to questions of method and interpretation. This study evaluated the extent to which 10 general language performance measures (GLPM) differentiated school-age children with language learning disabilities (LLD) from chronological-age (CA) and language-age (LA) peers. Children produced both spoken and written summaries of two educational videotapes that provided models of either narrative or expository (informational) discourse. Productivity measures, including total T-units, total words, and words per minute, were significantly lower for children with LLD than for CA children. Fluency (percent T-units with mazes) and lexical diversity (number of different words) measures were similar for all children. Grammatical complexity as measured by words per T-unit was significantly lower for LLD children. However, there was no difference among groups for clauses per T-unit. The only measure that distinguished children with LLD from both CA and LA peers was the extent of grammatical error. Effects of discourse genre and modality were consistent across groups. Compared to narratives, expository summaries were shorter, less fluent (spoken versions), more complex (words per T-unit), and more error prone. Written summaries were shorter and had more errors than spoken versions. For many LLD and LA children, expository writing was exceedingly difficult. Implications for accounts of language impairment in older children are discussed.