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近年来,儿童语言障碍问题开始引起国内研究者的关注,人们从调查研究和临床治疗等不同角度,对特殊儿童群体中语言障碍现象、特征以及教育对策等问题提出了一些重要观点。然而,需要注意的是,在普通教育机构中也有一部分儿童存在语言障碍问题,幼儿园和小学中,有一些儿童其他方面发展处于正常状态,语言发展异常;也有一些儿童存在轻度弱智或听力损伤等障碍,伴随着语言障碍。我们认为有必要了解普通教育机构中儿童语言障碍现状,从而为这部分儿童的教育提供建设性的意见。为此,我们进行了江苏省普通教育机构中低幼儿童语言障碍情况的调… 相似文献
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无细胞百白破疫苗免疫安全性研究 总被引：1，自引：0，他引：1
了解无细胞百白破三联疫苗（APDT）用于儿童免疫的安全性。方法：2002～2005年在新乡市红旗区预防接种门诊将3200名3个月至2岁儿童分成2组，其中1600名接种APDT，1600名接种全细胞百白破三联疫苗（WPDT），观察局部与全身反应。结果：接种APDT和WPDT者，基础免疫全身反应发生率分别为0．79％、7．90％，局部反应发生率分别为0．90％、7．83％；加强免疫全身反应发生率分别为2．63％、19．00％，局部反应发生率分别为2．69％、16．13％。以上反应发生率均为WPDT组高于APDT组，差异均有统计学意义（P〈0．005）。随针次增加，接种副反应率有增加趋势。结论：APDT较WPDT接种副反应发生率低，用于儿童免疫安全性较好。 相似文献
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我国自80年代末开始兴起对语言障碍的研究。关于学前儿童语言障碍,我国学者下了这样的定义:学前儿童语言障碍是指儿童在早期语言获得和学习过程中出现了发展性的异常现象。我们通常所说的语言障碍其实包含言语障碍和语言障碍两类。言语障碍是指说话声音、音调、节律等不符合常态,使说话者成为别人注意的对象,甚至导致与人交流的障碍。语言障碍则是指理解或使用口语、书面语或其他符号系统时出现的障碍,这种障碍可以表现为发育上的差异。 相似文献
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自闭症儿童认知发展研究的回溯与探索 总被引：4，自引：2，他引：4
对自闭症 (autism)儿童的研究已走过了近 60年的历史 ,对自闭症儿童的认知发展的研究也取得显著进展。在这些研究中 ,三大理论模式 ,即“认知语言障碍论”、“心理理论”和“情感认知障碍论”占有重要地位。本文试对上述主要理论及基于这些理论所作的研究作一综合性阐述与分析。同时 ,对这些研究给我们留下的未决的课题进行初步探索。 相似文献
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智力落后儿童中有一部分儿童存在着语言障碍，据我校的智力落后儿童语言发展情况而言，约有1／3的儿童存在着不同类型的语言障碍。他们无法用语言正确地表达自己内心世界和主观要求，也较难正确地理解别人所说的含义及对自己的要求。平时，我们看到不少的智力落后儿童，在急需表达自己的需求时表达不出来，急得脸红、跺脚，自残等，他们用这些方式来表达自己的需求。另外语言有障碍的智力落后儿童往往都有自卑心理、很少开口说话、不愿与人交往。由此可见语言不仅影响智力的发展而且还会生成不良的行为。由此可见，语言的康复训练就显得尤为重要了。 相似文献
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不同产地巴戟天主要有效成分含量的测定及其护肝作用的研究 总被引：3，自引：0，他引：3
探讨不同产地巴戟(MOH)天主要有效成分含量间的关系及其护肝作用，采用方法为凯氏定氮法；索氏脂肪抽提称量法；苯酚-硫酸比色法；分光光度法；常规石蜡切片法，所得结果：巴戟天样品的总蛋白质量分数为15．99％～18．41％，粗脂肪为0．93％～7．27％。多糖为2．65％～4．73％，蒽醌含量(OD498值)为0．024～0．070；巴戟天汤药可减轻CCl4对肝的损伤，实验表明不同产地巴戟天主要有效成分含量存在较大差异；巴戟天具有保护肝脏的作用。 相似文献
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The study objective was to examine the likelihood and magnitude of child abuse and neglect (CAN) re-reports for young children (0–71 months) with delays in cognitive, language, and adaptive development, compared to typically developing children. The National Survey of Child and Adolescent Well-Being (NSCAW II), a nationally representative and longitudinal survey, was used to examine CAN re-reports at two follow-up waves, 18- and 36-months post baseline assessments. Logistic regression models were employed to determine the correlation between number of developmental delays and a CAN re-report at waves 2 and 3. Results indicate that children with three or more domains of delays had odds 4.73 times higher than children without developmental delays of re-report to CPS at wave 2 but not at wave 3. In this study, children with multiple developmental delays have elevated rates of CAN re-reports when compared to typically developing children. Allocation of child welfare resources should include strategies for preventing maltreatment risk among children with developmental delays. 相似文献
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目的：了解流动和留守儿童的生长发育和营养状况及二者之间的关系,为促进儿童的健康提供依据和政策参考。方法：采用分层整群抽样和方便抽样方法,使用测量法和问卷法测查3—9年级5174名在校学生的身高、体重及食物摄取状况。结果：（1）流动儿童发育状况相对较好,留守儿童发育迟缓率较高。（2）男生的超重率高于女生,流动儿童的消瘦率和超重率均较高。（3）在经济状况相当时,不同类型儿童的食物摄取状况总分仍然存在差异。（4）调查中的6种食物每周摄入4—7次的儿童发育迟缓率最低,每周摄入1—3次的儿童超重率相对较低。结论：留守儿童的发育不良问题较严重,流动儿童的营养过剩问题开始显现。营养摄入与儿童的发育关系密切,有必要帮助儿童形成健康的膳食结构,促进其良好发展。 相似文献
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Annabelle Dixon 《Education 3-13》2013,41(1):15-17
Two thirds of the world's population is bilingual to some extent, hence from an international perspective speaking more than one language is the norm rather than the exception. Germany, Bulgaria, Iraq are only a few of the countries where more than one language is widely spoken. This study aims to analyse the socio-demographic structure and second language acquisition (L2) of a sample of Turkish bilingual children living in Germany through a survey with regard to the socio-demographic structure of the Turkish bilingual children, the socio-demographic structure of the Turkish bilingual children's parents, the Turkish bilingual children's opinions about second language acquisition and the Turkish bilingual children's opinions and thoughts about the society they live in and the schools they attended. The sample comprises 120 Turkish bilingual children attending pre-school and elementary schools in Germany. As a result of the findings, some implications and suggestions are made to the parents and the teachers that they should take necessary precautions to make Turkish bilingual children to integrate to the German society and be successful in the society they live. 相似文献
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Rachel E. Stark Lynne E. Bernstein Rosemary Condino Michael Bender Paula Tallal Hugh Catts 《Annals of dyslexia》1984,34(1):49-68
Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing
on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1.
They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal
and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3-
to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at
a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children
manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management
of SLI children are discussed.
Research supported by the March of Dimes, Grant #12-84.
Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982. 相似文献
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Tehmina N. Basit Amanda Hughes Zafar Iqbal Janet Cooper 《International Journal of Early Years Education》2015,23(1):115-133
A number of factors influence the speech and language development of young children. Delays in the development of speech and language can have repercussions for school attainment and life chances. This paper is based on a survey of 3- to 4-year-old children in the city of Stoke-on-Trent in the UK. It analyses the data collected from 255 children in 26 schools, and discusses the effects of socio-economic status and ethnicity on delayed or advanced language development in young children. Language development in the project was measured using the New Reynell Developmental Language Scales. The study shows mean standard scores for language Production and Comprehension within the low average range, thus demonstrating a challenge confronting nurseries/preschools in the area in preparing children for compulsory schooling. The research has implications for early years education policy and practice. 相似文献
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Research Findings: This study examined associations between the expressive vocabulary of classroom peers and children’s own vocabulary knowledge using conceptual scoring in a linguistically diverse sample of 4-year-olds who attended universal preschool programs in a metropolitan area. Higher peer conceptually scored expressive vocabulary was associated with higher conceptually scored expressive vocabulary for all children. The association was stronger for children who were dual language learners (DLLs), such that higher peer ability was associated with stronger growth in conceptually scored expressive vocabulary for DLLs across languages than for children fluent in English. Practice or Policy: This research suggests that policymakers may want to investigate the advantages of setting aside slots in targeted programs for children who have stronger conceptual vocabularies. Administrators should consider conceptual and verbal ability and classroom composition when assigning children to classes. This research also suggests that greater use of intentional pairs or small groups and strategies such as coaching peers in supporting one another’s conceptual vocabulary may be particularly important for DLLs. 相似文献
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A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs. 相似文献
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Irina Tsybina Luigi E. Girolametto Elaine Weitzman Janice Greenberg 《Early Childhood Education Journal》2006,34(2):177-185
This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children’s utterances. The educator–child interactions were filmed during book reading and play dough activities with small groups of four children, one of whom was EL2. The EL2 children were rated by their educators as having less well-developed expressive language skills than their unilingual peers. However, despite this finding, educators provided similar rates of recasts to both groups of children. Eight EL2 children with the lowest expressive language skills demonstrated fewer uptakes of their educator’s recasts in comparison to EL2 children with higher expressive language skills. The implications of this study include increasing the rate of recasts and reducing their complexity to provide language-learning opportunities for all preschool children, especially for those learning English as a second language. 相似文献
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王子鉴 《成都教育学院学报》2009,23(1):112-113
通过对幼儿第二语言习得规律的探讨,文章发现学龄前儿童在外语学习方面的真正优势在于可以更好地形成对外语语音系统的敏感性。由此文章提出应强调语音感受性训练在幼儿第二语言习得中的地位和作用。并相应提出了在这种训练活动中应遵循的原则和思路。在这种训练活动中,应遵循“全面而丰富”、“多维度多通道”、“努力与准确性均衡”和“逐步强化与年龄进阶”的原则和思路,真正为幼儿学习第二语言切实地做好铺垫性的工作。 相似文献