非洲裔美国学前儿童在标准参考语言评估中的表现:检查方言密度的影响和评分修改的使用
Nancy C Marencin1, Ashley A Edwards1, Nicole Patton Terry1
1Florida Center for Reading Research, Florida State University, Tallahassee.
Language, speech, and hearing services in schools
|June 18, 2024
概括
标准化的语言评估显示了非洲裔美国学龄前儿童的表现差异,以及方言的变化. 对方言敏感的评分提高了分数,但没有消除差异,强调了需要公平的评估方法.
科学领域:
- 语言评估语言评估
- 儿童语言发展 儿童语言发展
- 社会语言学 社会语言学
背景情况:
- 标准化语言评估对于识别发育性语言障碍至关重要.
- 非洲裔美国学龄前儿童可能会面临挑战,因为评估不考虑方言差异.
- 一般美国英语 (GAE) 是许多标准参考测试的标准.
研究的目的:
- 为了比较非洲裔美国学龄前儿童的语言评估结果,不同程度的方言使用.
- 评估方言敏感评分对临床评估语言基础学前期第二版 (CELFP-2) 的影响.
- 评估CELFP-2和语言变异选测试诊断评估 (DELV-ST) 之间的一致性.
主要方法:
- 284名非洲裔美国学龄前儿童完成了CELFP-2和DELV-ST.
- 方言变化程度 (DVAR) 使用DELV-ST.量化.
- 在CELFP-2文字结构子测试中,有和没有对方言敏感的修改得分.
主要成果:
- 根据语言变化的程度,观察到显著的性能差异.
- 对方言敏感的评分提高了CELFP-2评分,但并没有消除强烈方言使用者的绩效差距.
- 修改/未修改的CELFP-2和DELV-ST之间的协议率非常低.
结论:
- 方言特定的评分修改必须平衡公平性,实用性和心理特征.
- 需要可靠的方法来识别说非GAE方言的儿童的发育性语言障碍.
- 进一步的研究对于公平的语言评估实践至关重要.
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