Sentence Comprehension in Postinstitutionalized School-Age Children

Autor/inn/en	Desmarais, Chantal; Roeber, Barbara J.; Smith, Mary E.; Pollak, Seth D.
Titel	Sentence Comprehension in Postinstitutionalized School-Age Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 55 (2012) 1, S.45-54 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/10-0246)
Schlagwörter	Comprehension; Sentences; Early Intervention; Disadvantaged Environment; Short Term Memory; Memorization; Spatial Ability; Adoption; Residential Care; Residential Institutions; Task Analysis; Special Education; Standardized Tests; Comparative Analysis; Language Processing; Foreign Countries; Children + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Sentence analysis; Satzanalyse; Kurzzeitgedächtnis; Gedächtnistraining; Räumliches Vorstellungsvermögen; Wohnumgebung; Aufgabenanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Standadised tests; Standardisierter Test; Sprachverarbeitung; Ausland; Child; Kind; Kinder
Abstract	Purpose: In this study, the authors investigated sentence comprehension and spatial working memory abilities in a sample of internationally adopted, postinstitutionalized (PI) children. The authors compared the performance of these PI children with that of an age-matched group of children living with their birth families. They hypothesized that PI children would perform below clinical threshold on tasks of sentence comprehension and that poor sentence comprehension would be associated with poor performance in working memory. Method: Twenty-three PI children and 36 comparison children were administered sentence comprehension and spatial memory tasks from standardized assessments. Results: Some oral sentence comprehension skills and the spatial working memory skills were weaker in the school-age PI children than in the age-matched comparison children. A mediational analysis demonstrated that poor spatial working memory performance partially explains the sentence comprehension differences between the 2 groups. Conclusion: These findings provide valuable information to better plan early intervention and special education for PI children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10