Fey M E, Cleave P L, Ravida A I, Long S H, Dejmal A E, Easton D L
Department of Hearing and Speech, University of Kansas Medical Center, Kansas City 66160-7605.
J Speech Hear Res. 1994 Jun;37(3):594-607. doi: 10.1044/jshr.3703.594.
Although there is a great deal of evidence for a significant developmental relationship between grammar and phonology, the nature of this relationship and its implications for the intervention of children with impairments in both grammar and phonology are unclear. The purpose of this investigation was to determine whether two approaches to grammar facilitation that placed no emphasis on phonology would have indirect effects on the phonological output of preschoolers with speech and language impairments. All 26 subjects, ages 44-70 months, had impairments both in grammar and in phonology. Ten subjects took part in a clinician-administered intervention program, eight subjects received a similar intervention program implemented by their parents, and eight children served as delayed intervention controls (Fey, Cleave, Long, & Hughes, 1993). The results indicated that despite a strong effect for the intervention on the children's grammatical output, there were no indirect effects on the subjects' phonological production. It is concluded that despite a close relationship between the development of grammar and phonology, language intervention approaches for children approximately 4 to 6 years of age should address phonological problems directly if significant effects on phonology are to be expected.
尽管有大量证据表明语法和语音之间存在显著的发展关系，但这种关系的本质及其对语法和语音都有障碍的儿童干预的影响尚不清楚。本研究的目的是确定两种不强调语音的语法促进方法是否会对有言语和语言障碍的学龄前儿童的语音输出产生间接影响。所有26名年龄在44至70个月之间的受试者在语法和语音方面都有障碍。10名受试者参加了由临床医生实施的干预项目，8名受试者接受了由他们的父母实施的类似干预项目，8名儿童作为延迟干预对照组（费伊、克利夫、朗和休斯，1993年）。结果表明，尽管干预对儿童的语法输出有很强的影响，但对受试者的语音产生没有间接影响。得出的结论是，尽管语法和语音的发展之间存在密切关系，但如果要对语音产生显著影响，针对大约4至6岁儿童的语言干预方法应该直接解决语音问题。
