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目的探讨影响表达和理解能力的因素,为早期语言发育迟缓的预防和干预提供依据。方法采用分阶段整群抽样,进行横断面调查。2005年3至8月采用家长问卷在上海8个行政区调查了2794个儿童,以《婴幼儿语言发育进程量表》评估儿童表达和理解得分并分组,根据 Logistic逐步回归模型进行统计分析。结果表达能力的24项可能相关因素中有5项有意义,不利于语言表达能力发育的因素有:不常练习表达(OR=3.0257),平常看书是默看而不“看图说话”(OR=2.0704),男孩(OR=1.7778),看电视不作讨论(OR=1.4424),1岁半后才开始经常看图书(OR=1.1576～2.0115)。理解能力的24项可能相关因素中有11项有意义,不利于理解能力发展的因素有:父亲是农林牧渔水利生产人员(OR=17.0238),不常练习表达(OR=2.8410),常住城市(OR=2.0125),平常看书是默看而不是“看图说话”(OR=1.7039),平均每天看电视时间超过2 h(OR=1.6551),看电视不作讨论(OR=1.5344),照看人和孩子交流少(OR=1.1892),母亲文化水平低于初中(OR=1.1870),男孩(OR=1.6722),平均每周与同伴玩耍次数少于2次(OR=1.1671),1岁半后才开始经常看图书(OR=1.0435～2.0228)。结论影响语言表达和语言理解的相关因素既有重合,又不完全相同。避免各种高危因素有助于防治早期语言发育偏离的发生。
Objective To explore the factors that affect the ability of expression and understanding, and provide the basis for the prevention and intervention of early language retardation. Methods A phased cluster sampling was used to carry out cross-sectional investigation. From March to August 2005, 2,794 children were surveyed in 8 administrative districts of Shanghai using the questionnaire of parents. Children ’s expression and comprehension scores were assessed by using the Scale of Infant Development of Children and Children and divided into groups according to the Logistic stepwise regression model for statistical analysis. Five of the 24 possible relevant factors of the result of expression were significant and not conducive to the development of verbal expression: infrequent exercise of expression (OR = 3.0257) (OR = 2.0704), boys (OR = 1.7778), watching TV without discussion (OR = 1.4424), and reading books frequently after 1 year and a half (OR = 1.1576 ~ 2.0115). Among the 24 possible related factors of understanding abilities, 11 are not meaningful and not conducive to understanding the development of abilities: fathers are forestry, husbandry, fishery and water conservancy production personnel (OR = 17.0238), exercises are not often expressed (OR = 2.8410), resident cities (OR = 2.0125). Normal reading was silent rather than “looking at pictures” (OR = 1.7039), watching TV time more than 2 hours a day (OR = 1.6551), watching TV without discussion (OR = 1.5344) (OR = 1.1870), boys (OR = 1.6722), average playing time with peers less than twice a week (OR = 1.1671), 1 year old Half before starting to often read books (OR = 1.0435 ~ 2.0228). Conclusions The relevant factors that affect language expression and language comprehension are both coincident and not exactly the same. Avoid all kinds of risk factors help prevent the occurrence of early language development deviation.