Geers A E, Moog J S
J Speech Hear Disord. 1978 Aug;43(3):380-91. doi: 10.1044/jshd.4303.380.
Two language measures, designed for normal-hearing children, were applied to a sample of 52 severely and profoundly hearing-impaired children between four and 15 years of age. The Developmental Sentence Analysis (Lee, 1974) was used to assess their spontaneous language and the Carrow Elicited Languate Inventory (Carrow, 1974a) to assess imitated language. The correlation between scores on the two measures was similar to that found by Carrow (1974b) for normal children (r = .75). However, there was little relation between either measure and reading achievement in hearing-imparied children. A subsample of children retested one year later showed those who remained in a school for the deaf showed greater improvement in their ability to imitate while those who had been integrated into school with normal-hearing children improved most in spontaneous language. Over half of the hearing-impaired subjects scored below normal hearing three-year-olds on both measures. Caution is advised, however, in applying these norms to hearing-impaired children. The spontaneous language of these children differed from that of younger hearing children who received similar overall scores in the normative sample. The hearing-impaired subjects tended to use more mature constructions but used fewer correct structures per utterance.
两种针对听力正常儿童设计的语言测试方法，被应用于52名年龄在4至15岁之间的重度及极重度听力受损儿童样本。使用发展性句子分析（Lee，1974）来评估他们的自发语言，并用卡罗诱导语言量表（Carrow，1974a）来评估模仿语言。这两种测试得分之间的相关性与卡罗（1974b）在正常儿童中发现的相似（r = 0.75）。然而，在听力受损儿童中，这两种测试与阅读成绩之间几乎没有关联。一年后重新测试的儿童子样本显示，那些留在聋校的儿童在模仿能力上有更大提高，而那些融入正常听力儿童学校的儿童在自发语言方面进步最大。超过一半的听力受损受试者在这两种测试中的得分均低于听力正常的三岁儿童。然而，在将这些标准应用于听力受损儿童时需谨慎。这些儿童的自发语言与在常模样本中获得相似总分的较年轻听力正常儿童的自发语言不同。听力受损受试者倾向于使用更成熟的结构，但每个话语中正确结构的使用较少。
