Gillam R B, Johnston J R
University of Missouri-Columbia.
J Speech Hear Res. 1992 Dec;35(6):1303-15. doi: 10.1044/jshr.3506.1303.
Students with language/learning impairment (LLI) and three groups of normally achieving children matched for chronological age, spoken language, and reading abilities wrote and told stories that were analyzed according to a three-dimensional language analysis system. Spoken narratives were linguistically superior to written narratives in many respects. The content of written narratives, however, was organized differently than the content of spoken narratives. Spoken narratives contained more local interconnections than global interconnections; the opposite was true for written narratives. LLI and reading-matched children evidenced speaking-writing relationships that differed from those of the age- and language-matched children in the way language form was organized. Further, LLI children produced more grammatically unacceptable complex T-units in their spoken and written stories than students from any of the three matched groups. The discussion focuses on mechanisms underlying the development of speaking-writing differences and ramifications of spoken-language impairment for spoken and written-language relationships.
有语言/学习障碍（LLI）的学生以及三组在实际年龄、口语和阅读能力方面相匹配的正常儿童撰写并讲述了故事，这些故事根据一个三维语言分析系统进行了分析。在许多方面，口语叙事在语言上优于书面叙事。然而，书面叙事的内容组织方式与口语叙事的内容不同。口语叙事包含的局部联系比整体联系更多；书面叙事则相反。LLI儿童和阅读能力匹配的儿童所表现出的口语与写作的关系，在语言形式的组织方式上与年龄和语言匹配的儿童不同。此外，LLI儿童在口语和书面故事中产生的语法上不可接受的复杂T单位比三个匹配组中的任何一组学生都多。讨论集中在口语与写作差异发展的潜在机制以及口语障碍对口语和书面语言关系的影响。
