Süss-Burghart H
Kinderzentrum München des Bezirks Oberbayern.
Z Kinder Jugendpsychiatr. 1995 Jun;23(2):113-20.
The development of two boys with the diagnosis of specific language impairment each of whom spoke only five words at the age of three is described through the third grade (regular school). In spite of similarities in nonverbal abilities and in conditions of therapy and general care the two children developed quite differently. One achieved an average language level by about age five, whereas the other seemed to stagnate from about this age on even though he made good progress in other areas. The author discusses the role of auditory perception, learning strategies, memory and behavior in the latter child's development.
本文描述了两名被诊断为特定语言障碍的男孩从三岁（只会说五个单词）到三年级（普通学校）的成长历程。尽管他们在非语言能力、治疗条件和日常护理方面存在相似之处，但两个孩子的发展却大不相同。其中一个孩子在五岁左右达到了平均语言水平，而另一个孩子尽管在其他方面取得了良好进展，但从大约这个年龄开始似乎就停滞不前了。作者探讨了听觉感知、学习策略、记忆和行为在后者发展过程中的作用。
