评估唐氏综合征患儿父母在亲子共读时使用语言的数量和质量。
Assessing the Quantity and Quality of Language Used by Mothers and Fathers of Children with Down Syndrome During Shared Book Reading.
作者信息
Hilvert Elizabeth, Lorang Emily, Maltman Nell, Sterling Audra
机构信息
Waisman Center, University of Wisconsin-Madison.
Department of Communication Sciences and Disorders, University of Wisconsin-Madison.
出版信息
J Child Lang. 2022 Apr 7:1-13. doi: 10.1017/S0305000922000046.
Abstract
Young children with Down syndrome (DS) have language delays beginning early in life. Book reading with parents provides a context for capitalizing on language learning opportunities. This study evaluated the quantity and quality of language input among mothers and fathers of young children with DS during book reading interactions and investigated associations with child language. Findings revealed that mothers were more talkative and used more descriptive language, whereas fathers spent more time reading the book text. Moreover, maternal and paternal input were correlated with different measures of child language, suggesting that mothers and fathers may use divergent approaches to support language development.
摘要
患有唐氏综合征（DS）的幼儿在幼年时就开始出现语言发育迟缓。与父母一起阅读书籍为利用语言学习机会提供了背景。本研究评估了患有DS的幼儿的父母在阅读互动过程中语言输入的数量和质量，并调查了与儿童语言的关联。研究结果显示，母亲更健谈，使用更多描述性语言，而父亲则花更多时间阅读书籍文本。此外，母亲和父亲的语言输入与儿童语言的不同测量指标相关，这表明母亲和父亲可能采用不同的方法来支持语言发展。
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