以敘事能力評估學齡語言障礙兒童的語言表現

Narrative Indicators for Evaluation on School-age Language Impairments

10.6217/SEQ.201812_(149).27-37

李芸蓁(Yun-Chen Li)；劉惠美(Huei-Mei Liu)

學齡兒童 ； 語言學習障礙 ； 敘事 ； school-age children ； language impairments ； narrative

特殊教育季刊

149期（2018 / 12 / 01）

27 - 37

繁體中文

兒童的敘事能力與整體語言、社交和學業成就有高度相關。透過評估敘事表現，有助於語言發展落後兒童的提早介入。本研究統整國內外文獻，探討有語言發展遲緩兒童入小學後的敘事能力發展，藉由兒童敘述之故事結構（巨結構）和使用詞句（微結構）的分析，協助評估者瞭解可以區分語言障礙兒童與一般兒童的敘事指標，和提升對巨微結構交互作用之覺察度，並了解不同年齡階段與敘事難度對指標產生之影響。期望能對實務工作者提供評估語言障礙兒童之參考，以及建議未來研究方向。

The narrative ability of children has a close relationship with every aspect of language development, socialization and academic performance. In giving early interventions, evaluation of narrative performance is helpful. This research not only aimed to investigate the effective indicators that distinguish language impairments from the language of typically developing peers through narrative. It also aimed to raise educators' awareness about the interaction between story structure organization, sentences construction, and vocabulary items that are used in narrative language. It is expected to provide suggestions for future studies and clinical work in which children's narrative performance is evaluated.

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