Qi Cathy Huaqing, Kaiser Ann P, Milan Stephanie, Hancock Terry
Department of Educational Specialties, University of New Mexico, Albuquerque 87131, USA.
Lang Speech Hear Serv Sch. 2006 Jan;37(1):5-16. doi: 10.1044/0161-1461(2006/002).
The performance of low-income African American preschoolers (36 to 52 months old) on the Peabody Picture Vocabulary Test--Third Edition (PPVT-III; L. M. Dunn & L. M. Dunn, 1997) was examined to provide a norm for assessing the performance of this population and to explore the link between socioeconomic status (SES) and language scores on the PPVT-III.
Four hundred and eighty-two African American and 52 European American children in a comparison group were individually administered the PPVT-III.
On average, African American children performed approximately 1.5 SD below the expected mean based on national norms. Using standard cutoff scores, the PPVT-III identified more children as having language delays than did other measures of language abilities. Socioeconomic factors were related to PPVT-III scores, indicating that the degree of disadvantage within children with low SES was related to language abilities. Maternal education level, marital status, and the number of children in the household were uniquely associated with children's performance on the PPVT-III.
The importance of supporting language development in preschool children from low-income families is discussed.
对低收入非裔美国学龄前儿童（36至52个月大）在皮博迪图片词汇测验第三版（PPVT - III；L.M.邓恩和L.M.邓恩，1997）上的表现进行考察，以提供评估该群体表现的常模，并探究社会经济地位（SES）与PPVT - III语言分数之间的联系。
对482名非裔美国儿童以及作为对照组的52名欧裔美国儿童分别进行PPVT - III测试。
平均而言，非裔美国儿童的表现比基于全国常模预期的平均分低约1.5个标准差。使用标准临界分数时，PPVT - III比其他语言能力测量方法识别出更多有语言延迟的儿童。社会经济因素与PPVT - III分数相关，表明低收入家庭儿童的不利程度与语言能力有关。母亲的教育水平、婚姻状况和家庭中孩子的数量与儿童在PPVT - III上的表现有独特关联。
讨论了支持低收入家庭学龄前儿童语言发展的重要性。
