Fey Marc E, Catts Hugh W, Proctor-Williams Kerry, Tomblin J Bruce, Zhang Xuyang
Hearing and Speech Department, University of Kansas Medical Center, Kansas City 66160-7605, USA.
J Speech Lang Hear Res. 2004 Dec;47(6):1301-18. doi: 10.1044/1092-4388(2004/098).
In this study 538 children composed 1 oral and 1 written fictional story in both 2nd and 4th grades. Each child represented 1 of 4 diagnostic groups: typical language (TL), specific language impairment (SLI), nonspecific language impairment (NLI), or low nonverbal IQ (LNIQ). The stories of the TL group had more different words, more grammatical complexity, fewer errors, and more overall quality than either language-impaired group at either grade. Stories of the SLI and LNIQ groups were consistently stronger than were those of the NLI group. Kindergarten children with language impairment (LI) whose standardized test performance suggested normalization by 2nd grade also appeared to have recovered in storytelling abilities at that point. By 4th grade, however, these children's stories were less like the children with TL and more like those of children with persistent LI than they had been in 2nd grade. Oral stories were better than written stories in both grades, although the greatest gains from 2nd to 4th grade were generally made on written stories. Girls told stronger stories than did boys at both grades, regardless of group placement. It is concluded that story composition tasks are educationally relevant and should play a significant role in the evaluation of children with developmental LI.
在本研究中，538名儿童在二年级和四年级时分别创作了1篇口头虚构故事和1篇书面虚构故事。每个儿童代表4个诊断组中的1组：典型语言（TL）、特定语言障碍（SLI）、非特定语言障碍（NLI）或低非言语智商（LNIQ）。在两个年级中，TL组的故事都比任何一个语言障碍组有更多不同的词汇、更高的语法复杂度、更少的错误以及更高的整体质量。SLI组和LNIQ组的故事始终比NLI组的故事更出色。标准化测试成绩显示到二年级时语言障碍（LI）已恢复正常的幼儿园儿童，在讲故事能力方面似乎在那时也已恢复。然而，到四年级时，这些儿童的故事与TL组儿童的故事相比，与持续存在LI的儿童的故事更相似，而与二年级时相比则不然。在两个年级中，口头故事都比书面故事表现更好，尽管从二年级到四年级的最大进步通常体现在书面故事上。无论所属组别如何，女孩在两个年级讲述的故事都比男孩更出色。研究得出结论，故事创作任务与教育相关，应在评估患有发育性LI的儿童中发挥重要作用。
