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首页> 外文学位 >Preschool language and phonological proficiencies in predicting stuttering recovery or persistence.
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Preschool language and phonological proficiencies in predicting stuttering recovery or persistence.

机译：学龄前语言和语音能力，可以预测口吃的恢复或持久性。

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摘要

The purpose of this study was to investigate the relationship between expressive and receptive language, phonological, and verbal working memory proficiencies in the preschool years and eventual recovery from or persistence in stuttering. Participants included 40 children who stutter (CWS). At ages 3-5 years, participants were administered the Test of Auditory Comprehension of Language, 3rd edition (TACL-3), the Structured Photographic Expressive Language Test, 3rd edition (SPELT-3), Bankson-Bernthal Test of Phonology---Consonant Inventory subtest (BBTOP---CI), Test of Auditory Perceptual Skills---Revised (TAPS---R) auditory number memory and auditory word memory subtests, and the Dollaghan & Campbell Nonword Repetition Test (NRT). Stuttering behaviors were tracked in subsequent years, forming groups of children whose stuttering eventually persisted (CWS-Per; n=18) or recovered (CWS-Rec; n=22). Proficiency scores in morphosyntactic skills, consonant production, verbal working memory for known words, and phonological working memory for novel sequences obtained at 3-5 years of age were analyzed according to these groups. Results indicated that the major linguistic proficiency indices of eventual recovery or persistence of stuttering were related to phonological processing. Specifically, compared to CWS-Rec, CWS-Per were less proficient in measures of consonant production and repetition of novel phonological sequences. In contrast, receptive and expressive language proficiencies, as well as verbal working memory abilities, were quite similar for the two groups, though lower scores in expressive language abilities for CWS-Per neared statistical significance. These findings strongly suggest that phonological abilities in the preschool years should be taken into account as part of a comprehensive assessment for risk of the development of chronic stuttering.
机译：这项研究的目的是调查学龄前儿童的表达和接受语言，语音和口头工作记忆能力与口吃最终恢复或持续存在之间的关系。参加者包括40名口吃儿童。在3-5岁的年龄段中，参与者接受了语言听觉测试，第3版（TACL-3），结构化图像表达语言测试，第3版（SPELT-3），班克森-伯恩特音韵测试-辅音量表子测验（BBTOP --- CI），听觉感知能力测验-修订版（TAPS--R）听觉数字记忆和听觉单词记忆子测验以及Dollaghan＆Campbell非单词重复测验（NRT）。在随后的几年中，他们对口吃行为进行了追踪，形成了一群儿童，他们的口吃最终持续（CWS-Per； n = 18）或恢复（CWS-Rec； n = 22）。根据这些组，分析了在3至5岁时获得的句法语法能力，辅音产生，已知单词的言语工作记忆以及新序列的语音工作记忆能力。结果表明，最终语言恢复能力或口吃持久性的主要语言能力指数与语音处理有关。具体而言，与CWS-Rec相比，CWS-Per在辅音产生和新音韵序列的重复测量方面不太熟练。相比之下，两组的接受和表达语言能力以及口头工作记忆能力都非常相似，尽管CWS-Per的表达语言能力得分较低，具有统计学意义。这些发现强烈表明，应将学龄前儿童的语音能力作为对慢性口吃发展风险的全面评估的一部分。

著录项

  • 作者

    Spencer, Caroline E.;

  • 作者单位

    Purdue University.;

  • 授予单位 Purdue University.;
  • 学科 Health Sciences Speech Pathology.;Education Early Childhood.;Literature Modern.;Language Linguistics.
  • 学位 M.S.
  • 年度 2013
  • 页码 48 p.
  • 总页数 48
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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