Greenhalgh Kellie S, Strong Carol J
Utah State University, Logan.
Lang Speech Hear Serv Sch. 2001 Apr 1;32(2):114-125. doi: 10.1044/0161-1461(2001/010).
This study focused on literate language features in spoken narratives of school-age children with typical language development and school-age children with language impairments (LI).
The spoken narrative retellings from male and female children aged 7 to 10 years were analyzed. The samples yielded scores for the literate language features of conjunctions, elaborated noun phrases, mental and linguistic verbs, and adverbs. A general language performance measure (number of different words) also was studied.
Group membership main effects were statistically significant for conjunctions and elaborated noun phrases, with effect sizes ranging from small to moderate. No statistically significant differences were obtained for age level or gender. Correlations between scores for number of different words and scores for the literate language features were low to moderate.
The measures of conjunctions and elaborated noun phrases differentiated children with LI from those with typical language. When the number of different words was normalized for sample length, support for its use as a general language performance measure was not obtained.
本研究聚焦于语言发展正常的学龄儿童和有语言障碍（LI）的学龄儿童口语叙事中的书面语言特征。
对7至10岁男女儿童的口语叙事复述进行分析。样本得出了连词、复杂名词短语、心理和语言动词以及副词等书面语言特征的分数。还研究了一项一般语言表现指标（不同单词的数量）。
对于连词和复杂名词短语，组间主效应具有统计学意义，效应大小从小到中等。年龄水平或性别方面未获得统计学上的显著差异。不同单词数量的分数与书面语言特征的分数之间的相关性为低到中等。
连词和复杂名词短语的测量指标能够区分有语言障碍的儿童和语言发展正常的儿童。当根据样本长度对不同单词的数量进行标准化时，未获得支持将其用作一般语言表现指标的依据。
