Paul R, Murray C, Clancy K, Andrews D
Department of Communication Disorders, Southern Connecticut State University, New Haven 06511, USA.
J Speech Lang Hear Res. 1997 Oct;40(5):1037-47. doi: 10.1044/jslhr.4005.1037.
Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating early circumscribed language delays are discussed.
对有语言表达发育迟缓（SELD）病史的儿童进行跟踪随访至二年级，在这个阶段，对他们的言语、语言、认知技能、阅读成绩和元语音表现等方面的结果进行评估。尽管两组之间存在一些统计学上的显著差异，但有SELD病史的儿童在收集的各项测量指标上总体表现仍处于正常范围内。在有SELD病史的队列中，言语、阅读和元语音之间的关系似乎与典型语言发育组的情况相似。本文讨论了这些发现对于理解特定语言障碍的本质以及治疗早期局限性语言延迟的意义。
