Brackenbury Tim, Pye Clifton
Department of Communication Disorders, Bowling Green State University, Bowling Green, OH 43403, USA.
Lang Speech Hear Serv Sch. 2005 Jan;36(1):5-16. doi: 10.1044/0161-1461(2005/002).
Children with language impairments demonstrate a broad range of semantic difficulties, including problems with new word acquisition, storage and organization of known words, and lexical access/ retrieval. Unfortunately, assessments of children's semantic skills are often limited to measures of receptive and expressive vocabulary size. As a result, the semantic deficits of these children may not receive the attention they need. This article explores the word-learning, lexical storage, and lexical access skills of children with language impairments and the theories that account for their performance. Our review culminates with specific recommendations for speech-language pathologists to improve the breadth of their semantic assessments.
有语言障碍的儿童表现出广泛的语义困难，包括新词习得、已知词汇的存储和组织以及词汇提取方面的问题。不幸的是，对儿童语义技能的评估往往仅限于接受性和表达性词汇量的测量。因此，这些儿童的语义缺陷可能得不到所需的关注。本文探讨了有语言障碍儿童的词汇学习、词汇存储和词汇提取技能，以及解释其表现的理论。我们的综述最后为言语语言病理学家提出了具体建议，以提高他们语义评估的广度。
