3-5岁上海特殊儿童实词理解能力评估及参考标准制定的探索研究
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摘要
国内外词汇测验主要用于语言障碍的筛查和诊断,通常采用“四选一图画词汇匹配”的测试形式,即要求受测者从表示词义的四张图画中找出一张最能代表测验词语意义的图画。这种词汇测验还无法完全满足特殊儿童词语理解能力评估与训练的需要,尚存在不能实时监控训练效果、不能精确反映出儿童词义理解的程度等问题。因此,深入探讨和研究词汇测验,弥补现有测验中不足之处显得尤为重要。
本论文以儿童实词理解能力测验形式的研究为切入点,采用量表编制的标准化方法和实验研究方法,编制3-5岁上海市特殊儿童实词理解能力评估,并制定相应的参考标准。
通过对特殊儿童实词理解能力评估形式的实验研究,发现“四选一图画词汇匹配”和“四选二图画词汇匹配”的测试形式共同使用可反映出儿童词义理解泛化和窄化的程度。在对动作动词理解能力进行测验过程中,“视频词汇匹配”比“图片词汇匹配”更有利于儿童对动作动词的识别。此外,同一测试词汇配备3个随机备选答案项的“四选一和四选二图画词汇匹配”测验形式可使同一测验题目在前后两次测验中内容和形式重复的概率降低到0.001以下。
本论文总结分析学龄前正常儿童和特殊儿童实词发展规律和特点,在此基础上,根据实词中不同词类以及同一词类下不同类型词的研究结果,编制特殊儿童实词理解能力评估结构及内容。该评估由名词理解能力测验、动词理解能力测验和形容词理解能力测验构成。其中,名词理解能力测验共30题,包括指人名词、指物名词和抽象名词三个分测验；动词理解能力测验共20题,测验内容为动作动词；形容词理解能力测验共30题,包括外部特征形容词、性质评价形容词、机体感觉形容词、品性行为形容词、事件情景形容词和情绪情感形容词等六个分测验。
本论文以上海市3-5岁儿童为样本,制定特殊儿童实词理解能力评估的参考标准,发现3-5岁儿童名词、动词和形容词理解能力测验得分随年龄增长显著增加。评估具有较好的重测信度、分半信度和同质性信度,以及结构效度和外部效标效度。
在特殊儿童实词理解能力评估临床应用中,有词语理解障碍的智障儿童和听障儿童的得分明显低于同龄正常儿童,训练前后评估结果差异显著,说明该评估能够有效监控训练疗效,可以在临床上进行推广及运用。
本研究丰富了词汇测验的形式,细化了词汇测验的结构和内容,为实时监控语言能力训练效果、精确儿童词义理解的程度提供方法和思路。研究成果可用于上海地区3-5岁儿童实词理解能力的评估及训练,也可用于学龄前特殊儿童实词发展情况的调查研究。
The study of language comprehension assessment for children with special needs has always been the hot topics of language therapy. Language assessment tools have been developed quickly in the last decade at home and abroad. However, they could not completely meet language therapy for children with special needs. There are some deficiencies among them, such as the assessment can't real-time monitor the training effect. It is the basic premise of effective therapy that connecting assessment with training will be offered for special children to develop their language ability.
Objective:
1. To develop a Receptive Content Words Assessment (RCWA) tool with the function of real-time monitoring training effect for special children with language disorders.
2. To establish reference standards of RCWA for3to5years old children in Shanghai.
3. To verify the reliability and validity of RCWA, and clinical application value for special children's language therapy.
Methods:
1. The study of preliminarily established special children's receptive content words test is based on the study of preschool children's characteristics of the content words development, including choosing test vocabulary, editing pictures or video of expressing vocabularies, designing test procedures, and scoring etc.
2. To put forward the new test methods for receptive content words by analyzing the defects of existing vocabulary picture tests. To find out the optimal test method of receptive verb through comparing advantages and disadvantages between picture vocabulary test and video vocabulary test. To find out the optimal noun methods of assessing receptive noun by comparing advantages and disadvantages among the number of options in picture vocabulary test.
3. By evaluating316normal children's with2years7months to5years2mouths, RCWA has developed the reference standards in Shanghai of China. The study would verify the reliability and validity.
4. To explore characteristics of content words development of special children with hearing impairment or mental retardation by the open mode of RCWA, and to analyze the effectiveness of RCWA for the special children.
Results:
1. The RCWA are constructed by receptive noun picture test (RNPT), receptive verb video test (RVVT) and receptive adjective picture test (RAPT). The test vocabulary of RNPT mainly includes abstract nouns and concrete nouns which refer to somebody or something. The content words of RVVT are the action verbs. RAPT includes external characteristic adjectives, properties adjectives, body feeling adjectives, character behavior, event scene adjectives and emotional adjectives.
2. According to the experimental results, the assessment method of selecting one or two from four word pictures test is better than that of selecting three from four in RNPT. The method of video vocabulary test is better than that of the picture vocabulary test in RVVT. The probability of unrepeated form is significant before and after RCWA (p<0.001).
3.(1) Item analysis:the average difficulty ranged from0.6to0.7, the majority of the items are acceptable, good or excellent differentiation.(2) Reference standards:there are significant different scores of RCWA among3,4,5years old children (p<0.05), but there was no difference between boys and girls (p>0.05).(3) Reliability research:the retest reliability values ranged from0.87to0.93, and split-half reliability value ranged from0.91to0.95, and homogeneity reliability values ranged from0.85to0.89.(4) Validity:the correlation coefficients between subtest and total scores and that among each subtest ranged from0.29to0.93, and most of them is significant. The correlation coefficients between RCWA and Child Vocabulary Picture Test ranged from0.30to0.37and reach statistical significance. The assessment scores of hearing-impaired children with language comprehension impairments were significantly lower than the normal children in RCWA.
Conclusions:
1. The vocabulary categories are refined in RCWA and assessment methods are operation easily. The results of the assessment have the functions of screening, diagnosis and prescription. The research has established the link between language assessment and training, and has provided new ways and means for the special children's language comprehension assessment.
2. The reference standards of RCWT for the3-5year-old preschool children in Shanghai area have significant reliability and validity. It is useful for the screening and diagnosis of child language comprehension impairments, especially for language comprehension assessment and training of children with hearing-impairment and mental retardation. The results have important guiding significance and application value for the diagnosis and therapeutic monitoring training of children with language disorders.
本论文以儿童实词理解能力测验形式的研究为切入点,采用量表编制的标准化方法和实验研究方法,编制3-5岁上海市特殊儿童实词理解能力评估,并制定相应的参考标准。
通过对特殊儿童实词理解能力评估形式的实验研究,发现“四选一图画词汇匹配”和“四选二图画词汇匹配”的测试形式共同使用可反映出儿童词义理解泛化和窄化的程度。在对动作动词理解能力进行测验过程中,“视频词汇匹配”比“图片词汇匹配”更有利于儿童对动作动词的识别。此外,同一测试词汇配备3个随机备选答案项的“四选一和四选二图画词汇匹配”测验形式可使同一测验题目在前后两次测验中内容和形式重复的概率降低到0.001以下。
本论文总结分析学龄前正常儿童和特殊儿童实词发展规律和特点,在此基础上,根据实词中不同词类以及同一词类下不同类型词的研究结果,编制特殊儿童实词理解能力评估结构及内容。该评估由名词理解能力测验、动词理解能力测验和形容词理解能力测验构成。其中,名词理解能力测验共30题,包括指人名词、指物名词和抽象名词三个分测验；动词理解能力测验共20题,测验内容为动作动词；形容词理解能力测验共30题,包括外部特征形容词、性质评价形容词、机体感觉形容词、品性行为形容词、事件情景形容词和情绪情感形容词等六个分测验。
本论文以上海市3-5岁儿童为样本,制定特殊儿童实词理解能力评估的参考标准,发现3-5岁儿童名词、动词和形容词理解能力测验得分随年龄增长显著增加。评估具有较好的重测信度、分半信度和同质性信度,以及结构效度和外部效标效度。
在特殊儿童实词理解能力评估临床应用中,有词语理解障碍的智障儿童和听障儿童的得分明显低于同龄正常儿童,训练前后评估结果差异显著,说明该评估能够有效监控训练疗效,可以在临床上进行推广及运用。
本研究丰富了词汇测验的形式,细化了词汇测验的结构和内容,为实时监控语言能力训练效果、精确儿童词义理解的程度提供方法和思路。研究成果可用于上海地区3-5岁儿童实词理解能力的评估及训练,也可用于学龄前特殊儿童实词发展情况的调查研究。
The study of language comprehension assessment for children with special needs has always been the hot topics of language therapy. Language assessment tools have been developed quickly in the last decade at home and abroad. However, they could not completely meet language therapy for children with special needs. There are some deficiencies among them, such as the assessment can't real-time monitor the training effect. It is the basic premise of effective therapy that connecting assessment with training will be offered for special children to develop their language ability.
Objective:
1. To develop a Receptive Content Words Assessment (RCWA) tool with the function of real-time monitoring training effect for special children with language disorders.
2. To establish reference standards of RCWA for3to5years old children in Shanghai.
3. To verify the reliability and validity of RCWA, and clinical application value for special children's language therapy.
Methods:
1. The study of preliminarily established special children's receptive content words test is based on the study of preschool children's characteristics of the content words development, including choosing test vocabulary, editing pictures or video of expressing vocabularies, designing test procedures, and scoring etc.
2. To put forward the new test methods for receptive content words by analyzing the defects of existing vocabulary picture tests. To find out the optimal test method of receptive verb through comparing advantages and disadvantages between picture vocabulary test and video vocabulary test. To find out the optimal noun methods of assessing receptive noun by comparing advantages and disadvantages among the number of options in picture vocabulary test.
3. By evaluating316normal children's with2years7months to5years2mouths, RCWA has developed the reference standards in Shanghai of China. The study would verify the reliability and validity.
4. To explore characteristics of content words development of special children with hearing impairment or mental retardation by the open mode of RCWA, and to analyze the effectiveness of RCWA for the special children.
Results:
1. The RCWA are constructed by receptive noun picture test (RNPT), receptive verb video test (RVVT) and receptive adjective picture test (RAPT). The test vocabulary of RNPT mainly includes abstract nouns and concrete nouns which refer to somebody or something. The content words of RVVT are the action verbs. RAPT includes external characteristic adjectives, properties adjectives, body feeling adjectives, character behavior, event scene adjectives and emotional adjectives.
2. According to the experimental results, the assessment method of selecting one or two from four word pictures test is better than that of selecting three from four in RNPT. The method of video vocabulary test is better than that of the picture vocabulary test in RVVT. The probability of unrepeated form is significant before and after RCWA (p<0.001).
3.(1) Item analysis:the average difficulty ranged from0.6to0.7, the majority of the items are acceptable, good or excellent differentiation.(2) Reference standards:there are significant different scores of RCWA among3,4,5years old children (p<0.05), but there was no difference between boys and girls (p>0.05).(3) Reliability research:the retest reliability values ranged from0.87to0.93, and split-half reliability value ranged from0.91to0.95, and homogeneity reliability values ranged from0.85to0.89.(4) Validity:the correlation coefficients between subtest and total scores and that among each subtest ranged from0.29to0.93, and most of them is significant. The correlation coefficients between RCWA and Child Vocabulary Picture Test ranged from0.30to0.37and reach statistical significance. The assessment scores of hearing-impaired children with language comprehension impairments were significantly lower than the normal children in RCWA.
Conclusions:
1. The vocabulary categories are refined in RCWA and assessment methods are operation easily. The results of the assessment have the functions of screening, diagnosis and prescription. The research has established the link between language assessment and training, and has provided new ways and means for the special children's language comprehension assessment.
2. The reference standards of RCWT for the3-5year-old preschool children in Shanghai area have significant reliability and validity. It is useful for the screening and diagnosis of child language comprehension impairments, especially for language comprehension assessment and training of children with hearing-impairment and mental retardation. The results have important guiding significance and application value for the diagnosis and therapeutic monitoring training of children with language disorders.
引文
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