MacLachlan B G, Chapman R S
University of Wisconsin-Madison.
J Speech Hear Disord. 1988 Feb;53(1):2-7. doi: 10.1044/jshd.5301.02.
The frequency and type of communication breakdowns occurring in the speech of 7 language learning-disabled children (LLD), aged 9:10-11:1 (years:months), were examined in two conditions, conversation and narration, and compared to a group of 7 normal peers matched for chronological age and 7 peers matched for mean length of communication unit in conversation. Types of communication breakdowns examined included stalls, repairs, and abandoned utterances. The LLD group incurred a significantly greater rate of communication breakdowns per communication unit in narration than conversation compared to control group differences. Mean length of communication unit was also significantly greater in narration than conversation for the LLD group compared to controls. For all groups, across both speech sample conditions, longer communication units contained more breakdowns than shorter ones. The groups did not differ in the types of breakdowns. Communication unit length and the nature of the narrative task may account for the increased dysfluencies in LLD children's speech.
对7名9岁10个月至11岁1个月的语言学习障碍儿童（LLD）在对话和叙述两种情境下言语中出现的沟通障碍的频率和类型进行了研究，并与一组按实际年龄匹配的7名正常同龄人以及一组在对话中按沟通单元平均长度匹配的7名同龄人进行了比较。所研究的沟通障碍类型包括停顿、修正和放弃的话语。与对照组的差异相比，LLD组在叙述中每个沟通单元的沟通障碍发生率显著高于对话。与对照组相比，LLD组在叙述中的沟通单元平均长度也显著长于对话。对于所有组，在两种言语样本情境中，较长的沟通单元比较短的沟通单元包含更多的障碍。各组在障碍类型上没有差异。沟通单元长度和叙述任务的性质可能是LLD儿童言语中言语不流畅增加的原因。
