Stothard S E, Snowling M J, Bishop D V, Chipchase B B, Kaplan C A
University of Newcastle-upon-Tyne, England.
J Speech Lang Hear Res. 1998 Apr;41(2):407-18. doi: 10.1044/jslhr.4102.407.
This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15-16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.
本文报告了对71名有学前语言障碍史青少年的纵向随访情况，最初的研究由毕晓普和埃德蒙森（1987年）进行。这些儿童在4岁时被分为两组，一组是非言语智商低于平均水平2个标准差的儿童（一般发育迟缓组），另一组是非言语智力正常的儿童（特定语言障碍组）。在5岁6个月时，特定语言障碍组又被细分为语言问题已解决的儿童和仍有持续性特定语言障碍的儿童。一般发育迟缓组也进行了随访。在15至16岁时，将这些儿童与年龄匹配的语言正常的对照组在一系列口语和读写技能测试中进行比较。语言问题已解决的儿童在词汇和语言理解技能测试中与对照组没有差异。然而，他们在语音处理和读写技能测试中的表现明显较差。在5岁6个月时仍有明显语言困难的儿童，在口语和书面语言功能的各个方面都有明显障碍，被归类为一般发育迟缓的儿童也是如此。随着时间的推移，这些儿童在词汇增长方面越来越落后于同龄人。
