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首页> 外文期刊>American journal on intellectual and developmental disabilities: AJIDD >Narrative Language and Reading Comprehension in Students With Mild Intellectual Disabilities
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Narrative Language and Reading Comprehension in Students With Mild Intellectual Disabilities

机译：轻度智力障碍学生的叙事语言与阅读理解

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摘要

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative language microstructure and relative strengths and weaknesses in narrative macrostructure. Students' narrative macrostructure accounted for significant variance in reading comprehension beyond what was accounted for by narrative microstructure (i.e., mean length of utterance in morphemes, number of different words, total utterances). This study provides considerations for measuring narrative quality when characterizing the functional language skills of students with mild levels of intellectual disability. Measurement tools that quantify the quality of language provide important information regarding targets of intervention beyond grammar and vocabulary.
机译：过去的研究显示了口腔叙事技能与典型发展学生的阅读理解之间的正相关。本研究检测了102名智力识别患者的阅读理解与叙事语言能力之间的关系。结果描述了叙事宏观结构中学生的叙事语言微观结构和相对优势和缺陷。学生的叙事宏观结构占阅读理解的显着方差，超出了叙事微观结构（即语料中的话语的平均长度，不同词汇，完全话语的数量）。本研究提供了测量叙事质量的考虑，用于表征具有轻度智力残疾水平的学生的功能语言技能。量化语言质量的测量工具提供了关于语法和词汇超越的干预目标的重要信息。

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