有和没有基于语言的学习障碍的中年级学生如何在叙事写作中使用名词短语?
Anthony D Koutsoftas1, David Nicotera1
1Department of Speech-Language Pathology, School of Health and Medical Sciences, Seton Hall University, Interprofessional Health Sciences Campus, Nutley, NJ.
American journal of speech-language pathology
|June 20, 2023
概括
这项研究检查了中级学生的名词短语的使用情况,发现了基于语言的学习障碍和没有语言障碍的学生之间的复杂名词短语使用的差异. 这些发现影响了对书面语言发展的理解和干预.
科学领域:
- 书面语言的语言分析.
- 发展心理学和教育.
背景情况:
- 文学语言的发展在很大程度上依赖于名词短语的使用和阐述.
- 了解名词短语的复杂性对于评估写作技巧至关重要.
研究的目的:
- 在叙事写作中描述名词短语的使用和阐述.
- 为了比较语言学习障碍和没有语言学习障碍的中级学生的名词短语复杂性.
主要方法:
- 来自64名四年级到六年级学生的编码叙事写作样本.
- 分析了五种类型的名词短语,并计算了名词短语比率 (NPR).
- 从已建立的研究中调整编码程序.
主要成果:
- 所有学生都使用了各种名词短语,但在复杂的名词短语频率上出现了差异.
- 在NPRs,分析性写作措施和阅读能力之间发现了显著的关系.
- 根据基于语言的学习障碍状态,观察到名词短语编制的变化.
结论:
- 词汇分析对于理论和临床理解写作至关重要.
- 这些发现为写作和语言框架的理论模型提供了信息.
- 突出了名词短语评估和对基于语言的学习障碍的学生进行干预的临床重要性.
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