Finestack Lizbeth H, Payesteh Bita, Disher Jill Rentmeester, Julien Hannah M
J Speech Lang Hear Res. 2014 Dec;57(6):2274-9. doi: 10.1044/2014_JSLHR-L-14-0093.
Despite the long history of language sampling use in the study of child language development and disorders, there are no set guidelines specifying the reporting of language sampling procedures. The authors propose reporting standards for use by investigators who employ language samples in their research.
The authors conducted a literature search of child-focused studies published in journals of the American Speech-Language-Hearing Association between January 2000 and December 2011 that included language sampling procedures to help characterize child participants or to derive measures to serve as dependent variables. Following this search, they reviewed each study and documented the language sampling procedures reported.
The authors' synthesis revealed that approximately 25% of all child-focused studies use language samples to help characterize participants and/or derive dependent variables. They found remarkable inconsistencies in the reporting of language sampling procedures.
To maximize the conclusions drawn from research using language samples, the authors strongly encourage investigators of child language to consistently report language sampling procedures using the proposed reporting checklist.
尽管语言样本在儿童语言发展和障碍研究中的使用历史悠久，但尚无规定语言样本程序报告方式的既定指南。作者提出了报告标准，供在研究中使用语言样本的研究人员参考。
作者对2000年1月至2011年12月期间发表在美国言语-语言-听力协会期刊上的以儿童为重点的研究进行了文献检索，这些研究包括语言样本程序，以帮助描述儿童参与者的特征或得出作为因变量的测量方法。在这次检索之后，他们审查了每项研究，并记录了所报告的语言样本程序。
作者的综合分析表明，所有以儿童为重点的研究中约有25%使用语言样本帮助描述参与者特征和/或得出因变量。他们发现语言样本程序的报告存在显著不一致之处。
为了最大限度地从使用语言样本的研究中得出结论，作者强烈鼓励儿童语言研究人员使用建议的报告清单一致地报告语言样本程序。
