Division of Communication Sciences and Disorders, John F. Kennedy Institute, Baltimore, Maryland.
Ann Dyslexia. 1984 Jan;34(1):49-68. doi: 10.1007/BF02663613.
Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1. They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3- to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management of SLI children are discussed.
正常儿童和特定语言障碍（SLI）儿童在纵向基础上接受言语、语言和智力测试。在第 1 时间点，对 14 名正常儿童和 29 名 SLI 儿童进行了测试，年龄在 4 岁半到 8 岁之间。大约 3 到 4 年后，他们 8 到 12 岁时再次接受了测试。结果表明，正常儿童和 SLI 儿童在评估之间的 3 到 4 年期间，持续发展接受性和表达性语言以及言语发音技能。然而，总体而言，SLI 儿童的语言技能发展速度似乎较慢，其中 80%的儿童在第 2 时间点仍存在语言障碍。此外，大多数 SLI 儿童在第 2 时间点表现出阅读障碍，而正常儿童中则没有。讨论了 SLI 儿童的教育管理的影响。
