Ryan Ashling, Gibbon Fiona E, O'shea Aoife
a University College Cork, Speech and Hearing Sciences, Brookfield Health Sciences Complex , Cork , Ireland , and.
b Happy Talk Project, Cork City Partnership Ltd , Cork , Ireland.
Int J Speech Lang Pathol. 2016 Feb;18(1):41-52. doi: 10.3109/17549507.2015.1089935. Epub 2015 Nov 26.
Evidence suggests that children present with receptive language skills that are equivalent to or more advanced than expressive language skills. This profile holds true for typical and delayed language development. This study aimed to determine if such a profile existed for preschool children from an area of social deprivation and to investigate if particular language skills influence any differences found between expressive and receptive skills.
Data from 187 CELF P2 UK assessments conducted on preschool children from two socially disadvantaged areas in a city in southern Ireland.
A significant difference was found between Receptive Language Index (RLI) and Expressive Language Index (ELI) scores with Receptive scores found to be lower than Expressive scores. The majority (78.6%) of participants had a lower Receptive Language than Expressive score (RLI < ELI), 18.2% of participants had a higher Receptive score than score (RLI > ELI), with very few (3.2%) having the same Receptive and Expressive scores (RLI = ELI). Scores for the Concepts and Following Directions (receptive) sub-test were significantly lower than for the other receptive sub tests, while scores for the Expressive Vocabulary sub-test were significantly higher than for the other expressive sub tests.
The finding of more advanced expressive than receptive language skills in socially deprived preschool children is previously unreported and clinically relevant for speech-language pathologists in identifying the needs of this population.
有证据表明，儿童的接受性语言技能等同于或比表达性语言技能更先进。这种情况在典型和延迟语言发展中都成立。本研究旨在确定来自社会贫困地区的学龄前儿童是否存在这样的情况，并调查特定的语言技能是否会影响在表达性和接受性技能之间发现的差异。
对来自爱尔兰南部一个城市两个社会弱势地区的学龄前儿童进行了187次CELF P2英国评估的数据。
接受性语言指数（RLI）和表达性语言指数（ELI）得分之间存在显著差异，发现接受性得分低于表达性得分。大多数（78.6%）参与者的接受性语言得分低于表达性得分（RLI < ELI），18.2%的参与者接受性得分高于表达性得分（RLI > ELI），只有极少数（3.2%）的接受性和表达性得分相同（RLI = ELI）。概念和遵循指示（接受性）子测试的得分显著低于其他接受性子测试，而表达性词汇子测试的得分显著高于其他表达性子测试。
在社会贫困的学龄前儿童中发现表达性语言技能比接受性语言技能更先进，这一发现此前未被报道，并且对于言语语言病理学家识别该人群的需求具有临床相关性。
