迟说话儿童的入学准备状况

School Readiness of Late-talkers

本研究通过儿童入学准备综合测评工具对60名迟说话儿童及313名语言正常发展儿童进行测验,考察了迟说话儿童与语言正常发展儿童的入学准备水平是否存在差异,以及这些差异表现在哪些方面。结果表明,学前组和小学组的迟说话儿童入学准备水平总分(M_(学前)=472.04,M_(小学)=474.54)均低于语言正常发展儿童(M_(学前)=505.36,M_(小学)=504.88),二者差异显著(F_(学前)=18.57,p<0.001;F_(小学)=8.86,p<0.01);在五个分测验上,学前组迟说话儿童五领域得分都显著低于正常儿童,小学组迟说话儿童除了在情绪与社会性和动作技能上与语言正常发展儿童差异不显著外,其它三个分测验上的得分仍显著低于正常儿童。这表明迟说话儿童的整体入学准备水平显著落后于语言正常发展儿童。

This research explores the differences between the late-talkers and the normal children on school readiness and the aspects on which the differences are shown, by using SRTB-CV to test 60 late-talkers and 313 normal children. The result shows that the total scores of the late-talker ofpre-school and elementary school on SRTBCV （Mproschool = 472.04, Melementary school = 474.54 ） are significantly different （Fpreschool = 18.57, p〈0.001; Felementary school = 8.86, p〈0.01 ） from those of normal children （Mpreschol = 505.36, Melementary school = 504.88）. On the five subtests, the scores of pre-school late-talkers are significantly lower than those of normal children, while the elementary school late-talkers＇ scores are remarkablely lower than normal children＇ s except on the sub-tests of emotion and sociality and motion skills. The conclusion is that the whole school readiness of late-talkers is remarkablely worse than that of normal children, and the differences exhibit on study approach, cognition and general knowledge, language development, emotion and sociality and motion skills.