Do Adolescents with Specific Language Impairment Understand Driving Terminology?

Autor/inn/en	Pandolfe, Jessica M.; Wittke, Kacie; Spaulding, Tammie J.
Titel	Do Adolescents with Specific Language Impairment Understand Driving Terminology?
Quelle	In: Language, Speech, and Hearing Services in Schools, 47 (2016) 4, S.324-333 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2016_LSHSS-15-0065
Schlagwörter	Language Impairments; Adolescents; Comparative Analysis; Nouns; Verbs; Driver Education; Vocabulary; Guides; Traffic Safety + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fahrschule; Wortschatz; Handbuch; Leitfaden
Abstract	Purpose: This study examined if adolescents with specific language impairment (SLI) understand driving vocabulary as well as their typically developing (TD) peers. Method: A total of 16 adolescents with SLI and 16 TD comparison adolescents completed a receptive vocabulary task focused on driving terminology derived from statewide driver's manuals. Results: The SLI group understood fewer driving-related terms when compared with the TD comparison group. Although both groups performed comparably in understanding simple noun driving terminology, the SLI group had greater difficulty comprehending compound noun and verb driving terms. Discussion: The decreased understanding of terms found in driver's manuals for adolescents with SLI has implications for how they access necessary information for learning the driving rules, regulations, and procedures important for securing a driver's license. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01