Schery T K
J Speech Hear Disord. 1985 Feb;50(1):73-83. doi: 10.1044/jshd.5001.73.
This study organized a large data archive gathered over 8 years on 718 children with language disorders. Descriptive data categorized by demographic/background, physical/development, social/personality, and language/academic characteristics were analyzed to provide a broad description of this group of children. Sets of descriptor variables in five domains were identified from program records and were used to predict language performance at program entry and relative language improvement over 2-3 years. Age was the strongest predictor for all analyses. In general, the primary research factors in the study (53 variables representing IQ, language history, socioeconomic status, physical/neurological, and social-emotional background) failed to account very well for either language performance at program entry or for relative language gain. In prediction of pretest language performance, IQ and physical factors played the strongest role. The two factors contributing significantly to prediction of relative gain were IQ (although surprisingly weakly) and social-emotional status. Characteristics of those children who progressed most while in the program were identified.
本研究整理了一个历时8年收集的大型数据档案，涉及718名语言障碍儿童。对按人口统计学/背景、身体/发育、社会/个性以及语言/学业特征分类的描述性数据进行了分析，以全面描述这群儿童。从项目记录中识别出五个领域的描述符变量集，并用于预测项目开始时的语言表现以及2至3年内的相对语言进步。年龄是所有分析中最强的预测因素。总体而言，该研究中的主要研究因素（代表智商、语言史、社会经济地位、身体/神经学以及社会情感背景的53个变量）在解释项目开始时的语言表现或相对语言进步方面都不太理想。在预测测试前的语言表现时，智商和身体因素发挥了最强的作用。对相对进步预测有显著贡献的两个因素是智商（尽管令人惊讶地微弱）和社会情感状况。确定了在项目期间进步最大的那些儿童的特征。
