小学语言障碍和语言学习障碍学龄儿童的语用技能

IF 1.8 4区 医学 Q1 LINGUISTICS
G. A. Troia, Lauren (Lo) Hennenfent, Mei-Yi Shen
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引用次数: 1

摘要

我们根据系统评价和荟萃分析的首选报告项目进行了范围审查,以绘制描述小学语言障碍儿童和语言学习障碍儿童的语言语用技能发展和问题的现有研究。共有112份报告符合纳入标准。2000年至2019年期间,许多研究发表在专注于沟通障碍的期刊上,这些研究针对的是美国或英国患有发展性语言障碍的K-12儿童,他们最常使用群体比较研究设计与年龄匹配的典型发展同龄人进行比较。超过60%的研究目标群体的参与者少于25人。近三分之二的研究参与者是男孩,大多数是来自中高收入家庭的高加索人。大多数研究在数据分析中使用了多种结果测量方法,最常见的是参照标准和研究人员设计的测试、语言样本分析和评分量表。三分之一的研究省略了结果测量的信度信息,几乎所有的研究都省略了效度数据。本文以实例详细介绍了几项研究,并对这些研究的主要发现进行了总结。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pragmatic Skills in School-Age Children With Primary Language Impairment and Language-Learning Disabilities
We conducted a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-analyses to map the available research describing verbal pragmatic skills development and problems in school-age children with primary language impairments and children with language-learning disabilities. A total of 112 reports met inclusion criteria for our review. Many studies were published in journals focused on communication disorders between the years 2000 and 2019 and targeted K-12 children in the United States or the United Kingdom with developmental language disorder who were most often compared with age-matched typically developing peers using a group comparison research design. Over 60% of the studies had fewer than 25 participants in the target group. Nearly two thirds of study participants were boys, and most were Caucasian from middle- to upper-income families. The majority of studies used multiple outcome measures in data analyses, most often norm-referenced and researcher-designed tests, language sample analysis, and rating scales. A third of studies omitted information about outcome measure reliability and nearly all studies omitted validity data. Several studies are described in detail as examples and a summary of the major findings from the reviewed studies is presented.
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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
26
期刊介绍: Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.
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