Lybolt J
Ann Otol Rhinol Laryngol Suppl. 1980 Sep-Oct;89(5 Pt 2):158-60. doi: 10.1177/00034894800890s537.
Classification of preschool children as language-delayed or articulation-impaired, as though these deficit areas were independent, has seldom been challenged. Three groups of ten preschool children were selected to represent normally developing, articulation-impaired, and language-delayed subjects. Their productions of /s/, /z/, /t/, and /d/ were assessed in tasks requiring application of articulatory and grammatical rules. Each group had difficulty applying both articularly and grammatical rules, normal-speaking children performing best and language-delayed children applying the rules least consistently. Each group evidenced similar response patterns which conformed to developmental expectations.
将学龄前儿童归类为语言发育迟缓或发音障碍，就好像这些缺陷领域是相互独立的一样，这种分类很少受到质疑。选取了三组，每组十名学龄前儿童，分别代表发育正常、发音障碍和语言发育迟缓的受试者。在需要应用发音和语法规则的任务中，对他们发/s/、/z/、/t/和/d/音的情况进行了评估。每组在应用发音和语法规则时都有困难，正常说话的儿童表现最佳，语言发育迟缓的儿童应用规则最不连贯。每组都表现出符合发育预期的相似反应模式。
