Paul R
Department of Communications Disorders, Southern Connecticut State University, New Haven 06515, USA.
Semin Speech Lang. 2000;21(3):247-54; quiz 255. doi: 10.1055/s-2000-13198.
Research on receptive language development in typical children, especially as explicated in a classic paper by Robin Chapman, is reviewed. These findings raise three challenges for clinicians assessing comprehension in children with language disorders: (1) contrary to popular wisdom, comprehension does not always precede production in a simple step-by-step way; (2) comprehension is a private event; indicators of comprehension must be used to assess it, and these indicators can be misleading; and (3) children with subtle comprehension deficits may do well on standardized tests that are not sensitive to their difficulties with real-time discourse. Some strategies for addressing these challenges, as well as a framework for assessing comprehension, are offered.
本文回顾了有关典型儿童接受性语言发展的研究，尤其是罗宾·查普曼的一篇经典论文中所阐述的内容。这些研究结果给评估语言障碍儿童理解能力的临床医生带来了三个挑战：（1）与普遍看法相反，理解能力并不总是以简单的逐步方式先于表达能力发展；（2）理解是一个内在的过程；必须使用理解指标来评估它，而这些指标可能会产生误导；（3）存在细微理解缺陷的儿童在对实时语篇困难不敏感的标准化测试中可能表现良好。本文提供了应对这些挑战的一些策略以及评估理解能力的框架。
