Scott Cheryl M, Balthazar Catherine H
Department of Communication Disorders and Sciences, Rush University Medical Center, 600 W. Paulina St., 1015A, AAC, Chicago, IL 60612,
Top Lang Disord. 2010 Oct;30(4):288-307.
The purpose of this article is to describe the nature of informational (expository) language in terms of unique grammatical characteristics and discuss applications for assessment and intervention for older school-age children and adolescents with language impairments.
Information presented is based on a selected literature review of topics including the nature of academic texts, expository text processing of older children and adolescents with language impairments and/or learning disabilities, and language intervention studies that target higher level language in the same populations.
We summarize key grammatical strategies found in informational text: (1) complex nominal (noun phrase) groups, (2) clausal subordination, and (3) theme and information mechanisms. Although facility with these structures is not routinely or systematically tested by language clinicians, we highlight assessment procedures useful this purpose. Promising intervention evidence suggests that grammatical features characteristic of informational text can be targeted with positive results for students who struggle with this aspect of higher level language.
Success comprehending and producing informational text requires unique grammatical knowledge. A qualitative literature review is used to derive best practices in assessment and intervention with school-age children who are particularly challenged by these types of texts.
本文旨在从独特的语法特征方面描述信息性（说明文）语言的本质，并探讨对有语言障碍的大龄学龄儿童及青少年进行评估和干预的应用方法。
所呈现的信息基于对一系列主题的文献综述，这些主题包括学术文本的本质、有语言障碍和/或学习障碍的大龄儿童及青少年对说明文的文本处理，以及针对同一群体中更高水平语言的语言干预研究。
我们总结了信息性文本中发现的关键语法策略：（1）复杂名词性（名词短语）组，（2）从句从属关系，以及（3）主题和信息机制。尽管语言临床医生通常不会对这些结构的运用进行常规或系统的测试，但我们强调了为此目的有用的评估程序。有前景的干预证据表明，对于在更高水平语言这一方面存在困难的学生，可以针对信息性文本的语法特征进行干预并取得积极效果。
成功理解和产出信息性文本需要独特的语法知识。本文通过定性文献综述得出了对那些在这类文本方面面临特别挑战的学龄儿童进行评估和干预的最佳实践方法。
