有效鑑別國小二年級語言障礙兒童和典型發展兒童的敘事指標

賴曉嬋; 王秋鈴

doi:10.6172/BSE.201711_42(3).0002

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P33 - 61

社会科学 > 教育学

DOI： 10.6172/BSE

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有效监别国小二年级语言障碍儿童和典型发展儿童的叙事指标

Narrative Indicators for Effectively Distinguishing between Second-Grade Students with Language Disorders and their Typically Developing Peers

赖晓婵(Hsiao-Chan Lai) ；王秋铃(Chiu-Ling Wang)

特殊教育研究学刊； 42 卷 3 期 (2017 / 11 / 30) ， P33 - 61

繁体中文 DOI： 10.6172/BSE.201711_42(3).0002

叙事；语言障碍；学龄儿童； narrative ； language disorder ； school-aged child

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摘要 │ 参考文献 (54) │ 被引用文献 (5) │ 国际计量

摘要〈TOP〉

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Purpose: Children's narrative performance plays a pivotal role in developing their abilities of conversation, literacy, and socialization. To tell a complete and coherent story, a child must possess various skills, including the use of a specific structure to compose a story, the ability to choose appropriate vocabulary and sentence structures to covey ideas, and the use of proper references and connectives to unite the story. Therefore, it is crucial to evaluate children's narrative abilities in clinical settings. This study investigated whether second-graders with language disorders and their typically developing peers demonstrated significantly different performances in the various areas of macrostructure and microstructure narrative. The effectiveness of these indicators was also investigated to identify the most sensitive indicators for distinguishing these two groups of children. The results can serve as a reference for relevant personnel in clinical practice. Method: A total of 60 children were examined, namely 30 with language disorders and 30 with typical language development. The two groups were asked to retell a wordless picture book called Frog, Where Are You? in order to assess their narrative abilities. Results/Findings: The two groups had significantly different indicator scores for narrative macrostructure elements such as background, initiating event, attempt, consequence, internal response, and number of complete episodes. Regarding the microstructure elements, the two groups demonstrated significantly different indicator scores in semantics (i.e., total number of words, number of different words, and percentage of incorrect vocabulary), syntax (i.e., mean length of C-unit, subordination index, and percentage of grammatically incorrect sentences), and cohesive ties (i.e., ratios of complete reference cohesive ties, complete connective cohesive ties, and total complete ties). Concerning the effect size of these narrative indicators, the top five indicators were as follows: mean length of C-unit, percentage of incorrect vocabulary, number of attempts, percentage of grammatically incorrect sentences, and subordination index. Conclusions/Implications: The narrative ability of second-grade students should be thoroughly assessed in the following aspects: the number of complete episodes, vocabulary usage (total number of words, number of different words, and percentage of incorrect vocabulary), sentence usage (subordinate index, mean length of sentences, and percentage of grammatically incorrect sentences), and reference cohesive tie usage. For clinical practitioners, narrative assessment can serve as a supplementary tool for determining children's language performance in addition to norm-referenced assessment batteries, and is an effective method of monitoring children's progress over time.

参考文献 ( 54 ) 〈TOP〉

林乃超、张正芬(2015)。轻症自闭症儿童故事重述能力之研究。特殊教育研究学刊，40(2)，61-90。
连结：
Applebee, A. N.(1978).A child's concept of story.Chicago, IL:University of Chicago Press.
Berman, R.(Ed.),Slobin, D.(Ed.)(1994).Relating events in narrative: A cross linguistic developmental study.Hillsdale, NJ:Erlbaum.
Bishop, D. V. M.,Edmundson, A.(1987).Language impaired four year olds: Distinguishing transient from persistent impairment.Journal of Speech and Hearing Disorders,52(2),156-173.
Cohen J.(1988).Statistical power analysis for the behavioral sciences.New York, NY:Routledge Academic.

被引用文献 ( 5 ) 〈TOP〉

刘惠美,曾彦翰(2023)。语言障碍学生口语说明能力之探讨：语言层面的分析。特殊教育研究学刊，48(1)，31-60。
刘惠美、李芸蓁(2018)。以叙事能力评估学龄语言障碍儿童的语言表现。特殊教育季刊，149，27-37。
萧蒨忆,王秋铃(2019)。语言障碍儿童的口语叙事评量。特殊教育发展期刊，67，29-40。
杨忆婷,陈育新,张美珍(2022)。国小学生参与博物馆小记者播报活动口语表现之研究。科技博物，26(2)，139-167。
(2023)。华语儿童复杂句式分类系统之建构与应用。台湾听力语言学会杂志，49，1-56。

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