Language Development in School-Age Girls with Fragile X Syndrome

Autor/inn/en	Sterling, A.; Abbeduto, L.
Titel	Language Development in School-Age Girls with Fragile X Syndrome
Quelle	In: Journal of Intellectual Disability Research, 56 (2012) 10, S.974-983 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/j.1365-2788.2012.01578.x
Schlagwörter	Females; Syntax; Expressive Language; Language Acquisition; Mental Retardation; Cognitive Development; Intelligence Quotient; Genetic Disorders; Cognitive Ability; Language Skills; Receptive Language; Vocabulary Development; Children; Adolescents; Age Differences; Predictor Variables; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sprachaneignung; Spracherwerb; Geistige Behinderung; Kognitive Entwicklung; Intelligenzquotient; Denkfähigkeit; Language skill; Sprachkompetenz; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Prädiktor
Abstract	Background: Girls with fragile X syndrome (FXS) have a wide range of cognitive and language abilities. The range of language outcomes experienced by girls with FXS, however, has been relatively unexplored. The purpose of this exploratory study was to examine receptive and expressive language, with a focus on vocabulary and syntax, in a group of school-age girls with FXS. Method: Twenty-one girls with FXS aged 7-15 years participated in the study. The girls completed a receptive vocabulary test, non-verbal IQ test and an expressive language sample. Results: The mean IQ for this group of girls was at the cut-off for intellectual disability. Vocabulary was an area of strength relative to non-verbal cognition. Age and non-verbal IQ were significant predictors of vocabulary performance. Conclusions: The data suggest that a substantial portion of the sample would qualify for speech and language services. This study highlights the need for continued research in the area of language and cognitive development in girls with the full mutation of fragile X. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10