Qi Cathy Huaqing, Kaiser Ann P, Milan Stephanie E, Yzquierdo Zina, Hancock Terry B
Vanderbilt University, Nashville, TN, USA.
J Speech Lang Hear Res. 2003 Jun;46(3):576-90. doi: 10.1044/1092-4388(2003/046).
This study examined the performance of 701 low-income African American preschoolers (36 to 52 months old) on the Preschool Language Scale-3 (PLS-3, I. L. Zimmerman, V. G. Steiner, & R. E. Pond, 1992). On average, African American children performed about 1 SD below the expected means for their ages on both the Expressive Communication and Auditory Comprehension subscales. Independent sample t tests showed no significant differences between African American children and a comparison sample of 50 European American children. Item analysis was used to examine the potentially problematic items of the PLS-3 for each age cohort of children. We found that 6 items appeared to be particularly difficult for the African American sample. The findings suggest that the PLS-3 is generally an informative language test for African American preschoolers; however, scores should be interpreted with caution.
本研究考察了701名低收入非裔美国学龄前儿童（36至52个月大）在《学前语言量表第三版》（PLS - 3，I. L. 齐默尔曼、V. G. 施泰纳和R. E. 庞德，1992年）上的表现。平均而言，非裔美国儿童在表达性沟通和听觉理解分量表上的表现比其年龄对应的预期平均分低约1个标准差。独立样本t检验表明，非裔美国儿童与50名欧裔美国儿童的对照样本之间没有显著差异。项目分析用于检查PLS - 3对每个年龄组儿童可能存在问题的项目。我们发现，有6个项目对非裔美国样本来说似乎特别困难。研究结果表明，PLS - 3总体上是一项对非裔美国学龄前儿童有参考价值的语言测试；然而，对分数的解释应谨慎。
