Follow-Up of Children with Early Expressive Phonology Disorders
Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phon...
Gespeichert in:
| Veröffentlicht in: | Journal of learning disabilities 2000-09, Vol.33 (5), p.433-444 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 444 |
|---|---|
| container_issue | 5 |
| container_start_page | 433 |
| container_title | Journal of learning disabilities |
| container_volume | 33 |
| creator | Lewis, Barbara A. Freebairn, Lisa A. Taylor, H. Gerry |
| description | Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phonology disorder with other language problems (PL). At follow-up, articulation measures failed to differentiate the groups; however, the PL group performed more poorly than the P group on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling. The P group demonstrated poor spelling skills relative to their reading and language abilities, suggesting residual spelling weaknesses in these children. The PL group reported more nuclear family members with speech-language disorders and with reading disorders than the P group. Findings support previous research linking early language disorders with later reading difficulties. |
| doi_str_mv | 10.1177/002221940003300504 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_85551005</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ614659</ericid><sage_id>10.1177_002221940003300504</sage_id><sourcerecordid>771476581</sourcerecordid><originalsourceid>FETCH-LOGICAL-c510t-16f608929d875a726cb6197e43921258b3028e1241900399c629c6a549d417643</originalsourceid><addsrcrecordid>eNqF0ctKAzEUBuAgitbLC4jIIKKrsTmZXFcitfWCoAtdD-lMxo6kk5q01r69KS1WFHURssh3_pzkILQP-AxAiDbGhBBQFGOcZRgzTNdQC1gmUyokXketOUjnYgtth_ASHSWCb6ItYFQxRnkLnfectW6aPo0SVyWdQW1Lb5pkWo8HSVd7O0u67yNvQqjfTPIwcI2z7nmWXNbB-dL4sIs2Km2D2VvuO-ip133sXKd391c3nYu7tGCAxynwimOpiCqlYFoQXvQ5KGFopggQJvsZJtIAoaDiY5QqOIlLxzZLCoLTbAedLHJH3r1OTBjnwzoUxlrdGDcJuWQsXoRZhKd_QiGACs4k_BspYpqK7l_IYp5QREZ49A2-uIlv4r_kcQiE0EyqiMgCFd6F4E2Vj3w91H6WA87nc81_zjUWHS6TJ_2hKVcly0FGcLwEOhTaVl43RR1WjkrFJY7sYMGMr4vP0-4tB8rZvLf24jjoZ_Ol-d8b-wBjILsv</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>194224389</pqid></control><display><type>article</type><title>Follow-Up of Children with Early Expressive Phonology Disorders</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>MEDLINE</source><source>SAGE Complete</source><creator>Lewis, Barbara A. ; Freebairn, Lisa A. ; Taylor, H. Gerry</creator><creatorcontrib>Lewis, Barbara A. ; Freebairn, Lisa A. ; Taylor, H. Gerry</creatorcontrib><description>Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phonology disorder with other language problems (PL). At follow-up, articulation measures failed to differentiate the groups; however, the PL group performed more poorly than the P group on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling. The P group demonstrated poor spelling skills relative to their reading and language abilities, suggesting residual spelling weaknesses in these children. The PL group reported more nuclear family members with speech-language disorders and with reading disorders than the P group. Findings support previous research linking early language disorders with later reading difficulties.</description><identifier>ISSN: 0022-2194</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/002221940003300504</identifier><identifier>PMID: 15495546</identifier><identifier>CODEN: JLDIAD</identifier><language>eng</language><publisher>Thousand Oaks, CA: Sage Publications</publisher><subject>Achievement tests ; Age ; Articulation ; Biological and medical sciences ; Child ; Child clinical studies ; Child development ; Child, Preschool ; Children ; Decoding ; Decoding (Reading) ; Dyslexia ; Dyslexia - etiology ; Dyslexia - genetics ; Elementary Education ; Expressive Language ; Family Health ; Female ; Follow-Up Studies ; Followup studies ; Humans ; Language ; Language and communication disorders ; Language disorders ; Language Impairments ; Language Skills ; Learning disabilities ; Longitudinal studies ; Male ; Medical sciences ; Pediatrics ; Pedigree ; Phonemes ; Phonological Awareness ; Phonological disorders ; Phonology ; Prognosis ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Reading Comprehension ; Reading Difficulties ; Reading disabilities ; Reading Skills ; Relatives ; Social isolation ; Special education ; Speech ; Speech Disorders - genetics ; Speech Disorders - pathology ; Speech-language pathology ; Spelling ; Student Characteristics ; Symptoms (Individual Disorders) ; USA ; Young children</subject><ispartof>Journal of learning disabilities, 2000-09, Vol.33 (5), p.433-444</ispartof><rights>2000 INIST-CNRS</rights><rights>Copyright PRO-ED Journals Sep/Oct 2000</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c510t-16f608929d875a726cb6197e43921258b3028e1241900399c629c6a549d417643</citedby><cites>FETCH-LOGICAL-c510t-16f608929d875a726cb6197e43921258b3028e1241900399c629c6a549d417643</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/002221940003300504$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/002221940003300504$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,12825,21798,27901,27902,30976,30977,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ614659$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1489680$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15495546$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Lewis, Barbara A.</creatorcontrib><creatorcontrib>Freebairn, Lisa A.</creatorcontrib><creatorcontrib>Taylor, H. Gerry</creatorcontrib><title>Follow-Up of Children with Early Expressive Phonology Disorders</title><title>Journal of learning disabilities</title><addtitle>J Learn Disabil</addtitle><description>Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phonology disorder with other language problems (PL). At follow-up, articulation measures failed to differentiate the groups; however, the PL group performed more poorly than the P group on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling. The P group demonstrated poor spelling skills relative to their reading and language abilities, suggesting residual spelling weaknesses in these children. The PL group reported more nuclear family members with speech-language disorders and with reading disorders than the P group. Findings support previous research linking early language disorders with later reading difficulties.</description><subject>Achievement tests</subject><subject>Age</subject><subject>Articulation</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child clinical studies</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Decoding</subject><subject>Decoding (Reading)</subject><subject>Dyslexia</subject><subject>Dyslexia - etiology</subject><subject>Dyslexia - genetics</subject><subject>Elementary Education</subject><subject>Expressive Language</subject><subject>Family Health</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Followup studies</subject><subject>Humans</subject><subject>Language</subject><subject>Language and communication disorders</subject><subject>Language disorders</subject><subject>Language Impairments</subject><subject>Language Skills</subject><subject>Learning disabilities</subject><subject>Longitudinal studies</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Pediatrics</subject><subject>Pedigree</subject><subject>Phonemes</subject><subject>Phonological Awareness</subject><subject>Phonological disorders</subject><subject>Phonology</subject><subject>Prognosis</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Reading Comprehension</subject><subject>Reading Difficulties</subject><subject>Reading disabilities</subject><subject>Reading Skills</subject><subject>Relatives</subject><subject>Social isolation</subject><subject>Special education</subject><subject>Speech</subject><subject>Speech Disorders - genetics</subject><subject>Speech Disorders - pathology</subject><subject>Speech-language pathology</subject><subject>Spelling</subject><subject>Student Characteristics</subject><subject>Symptoms (Individual Disorders)</subject><subject>USA</subject><subject>Young children</subject><issn>0022-2194</issn><issn>1538-4780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2000</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>AVQMV</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNqF0ctKAzEUBuAgitbLC4jIIKKrsTmZXFcitfWCoAtdD-lMxo6kk5q01r69KS1WFHURssh3_pzkILQP-AxAiDbGhBBQFGOcZRgzTNdQC1gmUyokXketOUjnYgtth_ASHSWCb6ItYFQxRnkLnfectW6aPo0SVyWdQW1Lb5pkWo8HSVd7O0u67yNvQqjfTPIwcI2z7nmWXNbB-dL4sIs2Km2D2VvuO-ip133sXKd391c3nYu7tGCAxynwimOpiCqlYFoQXvQ5KGFopggQJvsZJtIAoaDiY5QqOIlLxzZLCoLTbAedLHJH3r1OTBjnwzoUxlrdGDcJuWQsXoRZhKd_QiGACs4k_BspYpqK7l_IYp5QREZ49A2-uIlv4r_kcQiE0EyqiMgCFd6F4E2Vj3w91H6WA87nc81_zjUWHS6TJ_2hKVcly0FGcLwEOhTaVl43RR1WjkrFJY7sYMGMr4vP0-4tB8rZvLf24jjoZ_Ol-d8b-wBjILsv</recordid><startdate>20000901</startdate><enddate>20000901</enddate><creator>Lewis, Barbara A.</creator><creator>Freebairn, Lisa A.</creator><creator>Taylor, H. Gerry</creator><general>Sage Publications</general><general>Sage</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8A4</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K50</scope><scope>K9.</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M0S</scope><scope>M1D</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PADUT</scope><scope>PEJEM</scope><scope>PHGZM</scope><scope>PHGZT</scope><scope>PJZUB</scope><scope>PKEHL</scope><scope>PMKZF</scope><scope>POGQB</scope><scope>PPXIY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PRQQA</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope><scope>7T9</scope></search><sort><creationdate>20000901</creationdate><title>Follow-Up of Children with Early Expressive Phonology Disorders</title><author>Lewis, Barbara A. ; Freebairn, Lisa A. ; Taylor, H. Gerry</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c510t-16f608929d875a726cb6197e43921258b3028e1241900399c629c6a549d417643</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2000</creationdate><topic>Achievement tests</topic><topic>Age</topic><topic>Articulation</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child clinical studies</topic><topic>Child development</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Decoding</topic><topic>Decoding (Reading)</topic><topic>Dyslexia</topic><topic>Dyslexia - etiology</topic><topic>Dyslexia - genetics</topic><topic>Elementary Education</topic><topic>Expressive Language</topic><topic>Family Health</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Followup studies</topic><topic>Humans</topic><topic>Language</topic><topic>Language and communication disorders</topic><topic>Language disorders</topic><topic>Language Impairments</topic><topic>Language Skills</topic><topic>Learning disabilities</topic><topic>Longitudinal studies</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Pediatrics</topic><topic>Pedigree</topic><topic>Phonemes</topic><topic>Phonological Awareness</topic><topic>Phonological disorders</topic><topic>Phonology</topic><topic>Prognosis</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Reading Comprehension</topic><topic>Reading Difficulties</topic><topic>Reading disabilities</topic><topic>Reading Skills</topic><topic>Relatives</topic><topic>Social isolation</topic><topic>Special education</topic><topic>Speech</topic><topic>Speech Disorders - genetics</topic><topic>Speech Disorders - pathology</topic><topic>Speech-language pathology</topic><topic>Spelling</topic><topic>Student Characteristics</topic><topic>Symptoms (Individual Disorders)</topic><topic>USA</topic><topic>Young children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lewis, Barbara A.</creatorcontrib><creatorcontrib>Freebairn, Lisa A.</creatorcontrib><creatorcontrib>Taylor, H. Gerry</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Public Health Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>Art, Design & Architecture Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Arts & Humanities Database</collection><collection>Medical Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>Research Library China</collection><collection>ProQuest One Visual Arts & Design</collection><collection>ProQuest Central (New)</collection><collection>ProQuest One Academic (New)</collection><collection>ProQuest Health & Medical Research Collection</collection><collection>ProQuest One Academic Middle East (New)</collection><collection>ProQuest Digital Collections</collection><collection>ProQuest Sociology & Social Sciences Collection</collection><collection>ProQuest One Health & Nursing</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Social Sciences</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of learning disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lewis, Barbara A.</au><au>Freebairn, Lisa A.</au><au>Taylor, H. Gerry</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ614659</ericid><atitle>Follow-Up of Children with Early Expressive Phonology Disorders</atitle><jtitle>Journal of learning disabilities</jtitle><addtitle>J Learn Disabil</addtitle><date>2000-09-01</date><risdate>2000</risdate><volume>33</volume><issue>5</issue><spage>433</spage><epage>444</epage><pages>433-444</pages><issn>0022-2194</issn><eissn>1538-4780</eissn><coden>JLDIAD</coden><abstract>Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phonology disorder with other language problems (PL). At follow-up, articulation measures failed to differentiate the groups; however, the PL group performed more poorly than the P group on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling. The P group demonstrated poor spelling skills relative to their reading and language abilities, suggesting residual spelling weaknesses in these children. The PL group reported more nuclear family members with speech-language disorders and with reading disorders than the P group. Findings support previous research linking early language disorders with later reading difficulties.</abstract><cop>Thousand Oaks, CA</cop><pub>Sage Publications</pub><pmid>15495546</pmid><doi>10.1177/002221940003300504</doi><tpages>12</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-2194 |
| ispartof | Journal of learning disabilities, 2000-09, Vol.33 (5), p.433-444 |
| issn | 0022-2194 1538-4780 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85551005 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; SAGE Complete |
| subjects | Achievement tests Age Articulation Biological and medical sciences Child Child clinical studies Child development Child, Preschool Children Decoding Decoding (Reading) Dyslexia Dyslexia - etiology Dyslexia - genetics Elementary Education Expressive Language Family Health Female Follow-Up Studies Followup studies Humans Language Language and communication disorders Language disorders Language Impairments Language Skills Learning disabilities Longitudinal studies Male Medical sciences Pediatrics Pedigree Phonemes Phonological Awareness Phonological disorders Phonology Prognosis Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reading Comprehension Reading Difficulties Reading disabilities Reading Skills Relatives Social isolation Special education Speech Speech Disorders - genetics Speech Disorders - pathology Speech-language pathology Spelling Student Characteristics Symptoms (Individual Disorders) USA Young children |
| title | Follow-Up of Children with Early Expressive Phonology Disorders |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-19T06%3A34%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Follow-Up%20of%20Children%20with%20Early%20Expressive%20Phonology%20Disorders&rft.jtitle=Journal%20of%20learning%20disabilities&rft.au=Lewis,%20Barbara%20A.&rft.date=2000-09-01&rft.volume=33&rft.issue=5&rft.spage=433&rft.epage=444&rft.pages=433-444&rft.issn=0022-2194&rft.eissn=1538-4780&rft.coden=JLDIAD&rft_id=info:doi/10.1177/002221940003300504&rft_dat=%3Cproquest_cross%3E771476581%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=194224389&rft_id=info:pmid/15495546&rft_ericid=EJ614659&rft_sage_id=10.1177_002221940003300504&rfr_iscdi=true |