语言支持多层系统对幼儿园儿童发展性语言障碍的预识字能力的影响
Esteban Peñaherrera1, Raquel Balboa-Castells1, Shafaq Rubab1
1NeuroDevelop eHealth Lab, eHealth Center, Universitat Oberta de Catalunya, Barcelona, Spain.
Journal of speech, language, and hearing research : JSLHR
|October 21, 2025
概括
多层语言支持系统 (MTSLS) 改善了发育性语言障碍 (DLD) 的儿童的读写能力. 整班干预 (一级) 与个人治疗 (三级) 在提高语言和早期识字能力方面同样有效.
科学领域:
- 语音和语言病理学 语言病理学
- 发展心理学 发展心理学
- 教育教育教育教育教育教育.
背景情况:
- 患有发育性语言障碍 (DLD) 的儿童面临阅读困难的更高风险.
- 现有的口语语言干预措施有助于新兴的识字,但针对DLD学龄前儿童的有针对性的识字前支持很少.
- 这项研究研究了一种多层语言支持系统 (MTSLS),用于患有DLD的幼儿园儿童.
研究的目的:
- 评估MTSLS对DLD幼儿园幼儿园幼儿园学前识字能力的影响.
- 为了比较MTSLS内部不同干预级别 (1级和3级) 的有效性.
- 评估语言状态 (DLD与典型发展) 对干预结果的影响.
主要方法:
- 八十四名儿童 (48名患有DLD,36名典型发育),年龄在5-6岁之间,参与了前试-治疗-后试设计.
- 参与者被分配到1级 (整个类) 和3级 (个人) 设置中的干预或控制组.
- 一个为期10周的课程专注于词汇,语音意识和形态合成.
主要成果:
- 一级和三级干预措施都显著增强了DLD儿童的语言,语音意识,词汇和形态语法.
- 一级干预表明,在语音意识和词汇方面有更大的改善.
- 第三层干预导致了对形态合成的更显著的改善;受ceptive语言没有显著的变化.
结论:
- 一个多层次的干预模型有效地提高了DLD儿童的读写能力.
- 基于课堂的 (一级) 干预措施为某些技能提供了与个性化 (三级) 方法相比的或更好的好处.
- 支持将有针对性的语言支持纳入普通教育;建议进一步研究接收性语言和长期结果.
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