Soares Alexandra Dezani, Goulart Bárbara Niegia Garcia de, Chiari Brasilia Maria
Hospital São Paulo, Universidade Federal de São Paulo, São Paulo, Brazil.
Sao Paulo Med J. 2010;128(5):284-8. doi: 10.1590/s1516-31802010000500008.
oral narrative is a means of language development assessment. However, standardized data for deaf patients are scarce. The aim here was to compare the use of narrative competence between hearing-impaired and normal-hearing children.
analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo.
twenty-one moderately to profoundly bilaterally hearing-impaired children (cases) and 21 normal-hearing children without language abnormalities (controls), matched according to sex, age, schooling level and school type, were studied. A board showing pictures in a temporally logical sequence was presented to each child, to elicit a narrative, and the child's performance relating to narrative structure and cohesion was measured. The frequencies of variables, their associations (Mann-Whitney test) and their 95% confidence intervals was analyzed.
the deaf subjects showed poorer performance regarding narrative structure, use of connectives, cohesion measurements and general punctuation (P < 0.05). There were no differences in the number of propositions elaborated or in referent specification between the two groups. The deaf children produced a higher proportion of orientation-related propositions (P = 0.001) and lower proportions of propositions relating to complicating actions (P = 0.015) and character reactions (P = 0.005).
hearing-impaired children have abnormalities in different aspects of language, involving form, content and use, in relation to their normal-hearing peers. Narrative competence was also associated with the children's ages and the school type.
口头叙述是语言发展评估的一种方式。然而，针对聋人患者的标准化数据稀缺。本研究旨在比较听力受损儿童与听力正常儿童在叙述能力方面的表现。
圣保罗联邦大学言语语言与听力科学系的分析性横断面研究。
研究对象为21名双侧中重度听力受损儿童（病例组）和21名无语言异常的听力正常儿童（对照组），两组在性别、年龄、受教育水平和学校类型方面进行匹配。向每个儿童展示一块按时间逻辑顺序排列图片的展板，以引出一段叙述，并测量儿童在叙述结构和连贯性方面的表现。分析变量的频率、它们之间的关联（曼-惠特尼检验）及其95%置信区间。
聋人受试者在叙述结构、连接词使用、连贯性测量和一般标点使用方面表现较差（P < 0.05）。两组在阐述的命题数量或所指说明方面没有差异。聋童产生的与定向相关的命题比例较高（P = 0.001），而与复杂动作相关的命题比例（P = 0.015）和角色反应相关的命题比例（P = 0.005）较低。
与听力正常的同龄人相比，听力受损儿童在语言的不同方面存在异常，包括形式、内容和使用。叙述能力也与儿童的年龄和学校类型有关。
