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目的对儿童期接受语言技能及对语言发展过程早期影响进行评估。方法利用收集的英国出生人群数据,1970年英国定群研究,我们探讨了直接评估早期语言接受能力、家庭背景、居住条件、早期读写环境与成人读写技能之间的关联。样本含11 349名成员,当完成基础读写技能直接评估时,这些成员5岁完成英语图画语言测试,34岁重复测试。我们将有语言问题的个体与正常语言技能同龄者做对照,对社会经济家庭背景和影响产生语言问题纵向过程的早期读写环境做了评估。进行了χ2检验(P=0.001、0.01和0.05)和多元逻辑回归分析。结果人群成员中,5岁有接受语言问题与儿童期家境差相关,不仅与社会经济资源和父母的受教育程度关联,也与暴露于刺激性早期读写环境关联。虽然有早期语言问题儿童具有成人读写能力差的风险,但这些孩子到了34岁大多数都能达到相应的功能性读写水平。可减少持续语言问题风险的因素,包括儿童出生在有工作家庭、父母教育程度超过最低可离校水平、良好居住条件和学龄前教育。结论儿科保健人员所提供的促进儿童读写能力的干预应面对儿童及其父母。
Objective To assess language skills in early childhood and early impact on language development. METHODS Using the data collected from the UK population of births and the UK population study in 1970, we explored the link between direct assessment of early language receptivity, family background, living conditions, early reading and writing environment, and adult literacy skills. The sample contains 11,349 members who completed the English graphic language test at 5 years of age and 34 years of repeated testing when completing basic literacy skills. We compared individuals with linguistic problems with peers of normal language skills and assessed the socioeconomic family context and the early read-write environment that affected the longitudinal process of linguistic issues. Chi-square test (P = 0.001, 0.01 and 0.05) and multivariate logistic regression analysis were performed. Results Among population members, 5-year-old having language problems associated with poor childhood status was associated not only with socio-economic resources and parental educational attainment, but also with exposure to stimulating early reading and writing environments. Although children with early language problems at risk of poor literacy among adults, most of these children reach their functional literacy levels by the age of 34. Factors that can reduce the risk of continuing language problems include the child being born in a working family, parental education exceeding minimum school attendance, good living conditions and preschool education. Conclusion Interventions by pediatric health workers to promote children’s literacy skills should address children and their parents.