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语言障碍儿童的单词、音节和语音意识

Word, syllable, and sound awareness in language-disordered children.

作者信息

Kamhi A G, Lee R F, Nelson L K

出版信息

J Speech Hear Disord. 1985 May;50(2):207-12. doi: 10.1044/jshd.5002.207.

Abstract

The present investigation evaluated language-disordered children's metalinguistic awareness of words, syllables, and sounds. Subjects were 15 language-disordered children matched for mental age to 15 normally developing children and for language age to another 15 normally developing children. In the first task, children were asked to divide sentences, bisyllabic words, and monosyllabic words into smaller units. In the second task, children were asked several questions designed to assess their word awareness. The language-disordered children performed significantly poorer than both groups of normally developing children in dividing sentences and words. The language-disordered children also did not show the same level of responses to the word-awareness questions as the normally developing children. These findings indicate that language-disordered children's metalinguistic deficit is not limited to difficulty making grammatical judgments. Importantly, these disordered children's lack of word, syllable, and sound awareness places them significantly at risk for future academic difficulties, in particular, learning how to read.

摘要

本研究评估了语言障碍儿童对单词、音节和声音的元语言意识。研究对象为15名语言障碍儿童,他们的心理年龄与15名正常发育儿童相匹配,语言年龄与另外15名正常发育儿童相匹配。在第一项任务中,要求儿童将句子、双音节词和单音节词分成更小的单位。在第二项任务中,向儿童提出了几个旨在评估他们单词意识的问题。在划分句子和单词方面,语言障碍儿童的表现明显比两组正常发育儿童差。语言障碍儿童对单词意识问题的反应水平也与正常发育儿童不同。这些发现表明,语言障碍儿童的元语言缺陷不仅限于语法判断困难。重要的是,这些有障碍的儿童缺乏对单词、音节和声音的意识,这使他们在未来的学业困难,尤其是学习阅读方面面临显著风险。

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