迟语儿幼儿期的语言发展形态:两年追踪研究

Late-talking Children’s Language Development Pattern in the Early Childhood:A Longitudinal Study for Two Years

迟语儿在2岁时接受性语言与表达性语言能力落后于一般儿童,之后语言发展迥异,出现语言障碍或语言晚熟。本研究旨在探究这两类迟语儿的语言发展形态。追踪迟语儿(n=35)及对照儿童(n=34)2~4岁的语言表现,总共搜集三波资料(2岁、3岁及4岁),迟语儿在4岁时按语言能力区分成语言“障碍组”(n=12)与“晚熟组”(n=20)。结果发现:(1)三组儿童在2~4岁的语言发展类型互异,且在控制母亲教育程度、语言疗育和幼儿教育后,语言发展曲线仍各不同。(2)在此期间接受语言疗育与幼儿园等启蒙教育时间较长的迟语儿,和对照儿童的语言落差呈现随年龄增加而递减的趋势。结果显示,虽然4岁才能确诊迟语儿为语言障碍或仅是语言晚熟,但这两类迟语儿自2岁开始已展现迥异的语言发展形态。

The purpose of this study was to examine the language development of late-talkers (LTs) with language impairment and late maturity from toddlerhood to the preschooler stage. A total of 35 LTs and 34 typically丒developing toddlers (TDs) provided 3 groups of data at annual intervals from age 2 to age 4. The LTs were distinguished as those with language disorder( n = 12)and with late maturity(n = 20)based on their language abilities at age 4. This study has two major findings. First, the three groups of data show different language development types. The language growth curves are different even after the factors of mother' s education level, language intervention and children education are controlled. Second, the language levels of LT children will improve with early language intervention and kindergarten education, and the gap between these children and TDs is shrinking. The results show that although children are confirmed as late-talkers with language impairment or late maturity, they already show different language development patterns when they are 2 years old.