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2
Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids.使用助听器的轻至重度听力损失儿童9岁口语的早期认知预测因素
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3
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4
Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study.使用口语的听力损失学龄前儿童的早期读写能力：早期语言和读写能力习得（ELLA）研究的初步结果。
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Use of Language Sample Analysis by School-Based SLPs: Results of a Nationwide Survey.学校言语语言病理学家对语言样本分析的使用：一项全国性调查的结果
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非言语智力可预测听力损失学龄前儿童在常模参照语言测试中的表现，但不能预测语言样本分析的结果。

Nonverbal Intelligence Predicts Performance of Preschool Children With Hearing Loss on Norm-Referenced Language Measures But Not Language Sample Analysis.

作者信息

Werfel Krystal L, Bassard Sydney D, Squires Courtney

机构信息

Department of Communication Sciences and Disorders, University of South Carolina, Columbia, South Carolina, USA.

出版信息

Ear Hear. 2020 Nov/Dec;41(6):1764-1771. doi: 10.1097/AUD.0000000000000897.

DOI:10.1097/AUD.0000000000000897
PMID:33136649
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8611815/
Abstract

OBJECTIVES

The purpose of this study was to explore the effects of nonverbal intelligence on spoken language performance in children with hearing loss who use amplification and spoken language. Specifically, we compared language performance measured by norm-referenced measures compared with spontaneous language sample measures.

DESIGN

Nonverbal intelligence and spoken language skills were analyzed using norm-referenced nonverbal intelligence and language assessments and language sample analyses in 92 children ages 3 to 6 who varied by hearing and nonverbal intelligence status. All children had nonverbal intelligence within the average or above-average range.

RESULTS

Regression analyses revealed that, after controlling for maternal education and hearing status, nonverbal intelligence contributed unique variance to norm-referenced language measures but not spontaneous language measures.

CONCLUSIONS

Performance on norm-referenced language measures is influenced by nonverbal intelligence, whereas functional language use measured by spontaneous language samples is not. These findings suggest that spontaneous language measures may contribute additional value to language assessment batteries that are independent of nonverbal intelligence.

摘要

目的

本研究旨在探讨非言语智力对使用听力放大设备和口语的听力损失儿童口语表现的影响。具体而言，我们比较了常模参照测量法与自然语言样本测量法所测得的语言表现。

设计

采用常模参照非言语智力和语言评估以及语言样本分析，对92名3至6岁、听力和非言语智力状况各异的儿童的非言语智力和口语技能进行分析。所有儿童的非言语智力均处于平均或高于平均水平。

结果

回归分析显示，在控制了母亲教育程度和听力状况后，非言语智力对常模参照语言测量有独特贡献，但对自然语言测量无此贡献。

结论

常模参照语言测量的表现受非言语智力影响，而自然语言样本所测量的功能性语言使用则不受其影响。这些发现表明，自然语言测量可能为独立于非言语智力的语言评估组合提供额外价值。