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对比发展性语言障碍的双语儿童的表现和在句子重复上典型的发展:一个系统的审查

Seow Li Ang¹, Alicia Yue Hwa Lee², Mary Lay Choo Lee³

¹Thye Hua Kwan Moral Charities, 1 North Bridge Rd, #03-33 High Street Centre, 179094, Singapore.

Journal of communication disorders

|January 9, 2026

概括

发育性语言障碍 (DLD) 的双语儿童在第一 (L1) 和第二 (L2) 语言的句子重复任务 (SRT) 中表现明显差,与典型的发育同龄人相比. 较弱的工作记忆和词汇可能会导致这些DLD语言困难.

科学领域:

语言学的语言学.
发展心理学发展心理学
临床研究临床研究

背景情况:

发展性语言障碍 (DLD) 的双语儿童在语言评估中存在独特的挑战.
句子重复任务 (SRT) 是评估儿童语言能力的关键工具.
了解SRT上的双语DLD表现对于准确的评估和干预至关重要.

研究的目的:

系统地审查和比较双语儿童的SRT表现与典型发展 (TD) 的儿童.
分析第一语言 (L1) 和第二语言 (L2) 的SRT结果.
调查参与者特征的影响,如受感词汇,SRT结果.

主要方法:

在八个主要的电子数据库中进行了系统的文献搜索.
包括的研究评估了使用SRT的DLD和TD的双语儿童.
偏差风险使用修改后的Cochrane风险偏差评估工具进行评估.

主要成果:

十五项研究符合纳入标准,报告了L1和L2 SRT性能.
与L1和L2.2的TD同龄人相比,双语DLD儿童在SRT上表现明显较差,在L1和L2中表现明显较差.
初步数据表明,工作记忆和感受词汇的得分可能会影响SRT的表现.

结论:

与TD儿童相比,DLD双语儿童在L1和L2两种SRT中表现明显较差.
新出现的证据表明,工作记忆和接受词汇的缺陷可能是DLD双语儿童观察到的SRT困难的基础.
这些发现凸显了针对DLD双语儿童进行量身定制的语言评估和干预措施的需要.

关键词:

发育障碍发育障碍是一种发展障碍.语言学习语言学习多语言的多语言.句子的回忆句子的回忆

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