护理人员对 COVID-19 大流行期间患有语言发育障碍的儿童和发育正常的同龄儿童的家庭识字环境的报告。

IF 1.4 4区 医学 Q3 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Katharine M Radville, Rouzana Komesidou, Julie Wolter, Jessie Ricketts, Tiffany P Hogan
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引用次数: 0

摘要

目的:患有发育性语言障碍(DLD)的儿童阅读困难的风险更高。在 COVID-19 大流行期间,我们对患有发育性语言障碍的幼儿园儿童和发育正常(TD)的同龄儿童的家庭识字环境进行了调查:我们分析了三个时间点的口语、非语言智能和单词阅读标准化评估得分以及家庭识字问卷调查数据:结果:在学校关闭期间和学校重新开放后,各组参与家庭识字活动的频率没有差异。两组的照顾者都表示在学校关闭期间参与家庭识字活动的人数有所增加。学校重新开学后,参与度恢复到大流行前的水平。对于 DLD 组,儿童的文字阅读能力和识字兴趣与家庭识字环境呈正相关。家庭语言和/或识字困难史与家庭识字环境呈负相关。在TD组中,只有儿童的识字兴趣与家庭识字环境呈正相关:这些研究结果表明,有必要进一步开展有关家庭识字和 DLD 儿童家庭的研究,重点是确定与儿童和照顾者因素相关的潜在优势和弱点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Caregivers' reports of the home literacy environments of children with developmental language disorder and typically developing peers during the COVID-19 pandemic.

Purpose: Children with developmental language disorder (DLD) are at heightened risk for reading difficulty. We investigated the home literacy environments of kindergarten children with DLD and typically developing (TD) peers during the COVID-19 pandemic.

Method: We analysed scores from standardised assessments of oral language, nonverbal intelligence, and word reading in conjunction with home literacy questionnaire data at three time points.

Result: Frequency of engagement in home literacy activities did not differ by group during school closures or when schools reopened. Caregivers from both groups reported increased home literacy engagement during closures. Engagement returned to pre-pandemic levels when schools reopened. For the DLD group, the child's word reading ability and interest in literacy were positively associated with the home literacy environment. Family history of language and/or literacy difficulty was negatively associated with the home literacy environment. For the TD group, only the child's interest in literacy was positively associated with the home literacy environment.

Conclusion: These findings elucidate the need for further research related to home literacy and families of children with DLD, with a focus on identifying potential strengths and vulnerabilities related to child and caregiver factors.

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来源期刊
International Journal of Speech-Language Pathology
International Journal of Speech-Language Pathology AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION
CiteScore
3.10
自引率
16.70%
发文量
73
审稿时长
>12 weeks
期刊介绍: International Journal of Speech-Language Pathology is an international journal which promotes discussion on a broad range of current clinical and theoretical issues. Submissions may include experimental, review and theoretical discussion papers, with studies from either quantitative and/or qualitative frameworks. Articles may relate to any area of child or adult communication or dysphagia, furthering knowledge on issues related to etiology, assessment, diagnosis, intervention, or theoretical frameworks. Articles can be accompanied by supplementary audio and video files that will be uploaded to the journal’s website. Special issues on contemporary topics are published at least once a year. A scientific forum is included in many issues, where a topic is debated by invited international experts.
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