题名

特定型語言障礙檢核表之編製

并列篇名

Development of the Specific Language Impairment Checklist

DOI

10.7108/PT.200808.0247

作者

錡寶香(Pao-Hsiang Chi)

关键词

特定型語言障礙 ; 評量 ; 語言障礙兒童 ; 檢核表 ; language assessment ; language disorders ; screening ; SLI ; specific language impairments

期刊名称

測驗學刊

卷期/出版年月

55卷2期(2008 / 08 / 01)

页次

247 - 286

内容语文

繁體中文

中文摘要

本研究旨在發展一份「特定型語言障礙檢核表」,以做為口語理解與表達上有困難的兒童篩選之用。本檢核表包括:語言相關學習問題、語意問題、語法問題、敘事困難、詞彙尋取困難、聽知覺與聽覺記憶問題、聽覺理解問題、人際溝通問題等八個分量表。檢核表的常模樣本取自台灣北、中、南、東四區67所學校3,003位學生。其中小一學生共有1,064名,小二學生計有1,104名,小四則有835名。在信度方面,各分量表與全量表間隔兩週的重測信度係數在.85至.93之間。各分量表內部一致性係數(Cronbach's值)介於.80至.96之間,而全量表的Cronbach's係數則為.97。在效度方面,全量表與各分量表之相關介於.80~.93之間。不同群體的考驗亦顯示,本檢核表中的各分量表與總量表能夠鑑別出可能有口語理解與表達問題的兒童。

英文摘要

The Specific Language Impairment Checklist was developed to assess aspects of language impairment that are not adequately appraised by standardized language tests. From an initial pool of 65 items, 58 items were retained after item analyses. These 58 items were grouped into 8 scales, which included language related learning difficulties, semantic difficulties, syntactic difficulties, narrative difficulties, word finding problems, auditory perception/memory, auditory comprehension, and language related communication problems. A national norm was established based on 3,003 children. The internal consistency reliability indicated by Cronbach's α ranged from .80 to .97. The test-retest reliability coefficient ranged from .85 to .93. In addition, the association between subscales and whole checklist was found to be highly related. Finally, the scores obtained from the checklist also evidenced to be able to discriminate between children from resource classroom (with possible language learning problems) and children from regular classroom.

主题分类 社會科學 > 心理學
社會科學 > 教育學
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被引用次数
  1. 柯華葳、李俊仁(2007)。中文閱讀弱讀者的認知功能缺陷:視覺處理或是聲韻覺識?。特殊教育研究學刊,32(4),1-18。
  2. 劉惠美、曾彥翰(2017)。國小高年級語言障礙學生口語說明與對話能力之初探。特殊教育學報,46,1-30。
  3. 葉芃,林思賢(2019)。淺談學習、操作與解釋語言評量的困難與常見錯誤-從中等學校特教系師資生的觀點出發。特殊教育發展期刊,68,73-86。
  4. 錡寶香、張旭志、洪書婷(2012)。學前特定型語言障礙兒童進入小學的追蹤研究:語言、識字表現之探討。特殊教育學報,36,61-92。