使用多语言评估工具对叙事来评估早期学龄段普通话儿童的语言技能:初始有效性
Huei-Mei Liu1,2, Chia-Yun Hsu1, Chung-Lun Tsai1
1Department of Special Education, National Taiwan Normal University, Taipei.
Language, speech, and hearing services in schools
|July 11, 2025
概括
图片序列有效地评估普通话儿童的叙事技能,区分典型的语言发展和发育性语言障碍. 这种工具对从幼儿园到二年级的语言评估非常有希望.
科学领域:
- 语言学的语言学.
- 发展心理学 发展心理学
- 语音语言病理学 语言病理学
背景情况:
- 评估叙事技巧对于理解儿童语言发展至关重要.
- 叙事的多语言评估工具 (MAIN) 提供图片序列来引起叙事.
- 需要进行纵向研究,以验证跨发育阶段的评估工具.
研究的目的:
- 评估MAIN图片序列对评估普通话儿童叙事技能的有用性.
- 检查典型语言 (TL) 和发育性语言障碍 (DLD) 的儿童从幼儿园到二年级的叙事技能发展.
- 用MAIN图片序列来比较故事重述和故事生成任务.
主要方法:
- 一项纵向研究跟踪了台湾27名TL儿童和22名DLD儿童,从幼儿园到二年级.
- 孩子们通过使用MAIN图片序列完成了标准化的语言测试和叙事任务 (故事重述和生成).
- 用宏观结构 (故事复杂性) 和微观结构 (词汇多样性,C单元长度,语法性) 的措施分析了叙事表现.
主要成果:
- 在所有叙事措施中观察到显著的发育变化和群体差异 (TL与DLD).
- 讲故事和生成任务之间的相关性在各年级都显著.
- 叙事措施和标准化语言成绩之间的相关性在幼儿园和第一年级中大多是显著的,但在第二年级中不那么强大.
结论:
- 主要图片序列,通过故事重述和生成,似乎有效评估普通话儿童的语言技能从幼儿园到二年级.
- 这些叙事措施的有效性可能会降低2级,这表明在解释时要谨慎.
- 需要进一步的研究来完善这些叙事措施在老年儿童的使用.
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