Lonigan Christopher J, Milburn Trelani F
Department of Psychology and The Florida Center for Reading Research, Florida State University, Tallahassee.
The Florida Center for Reading Research, Florida State University, Tallahassee.
J Speech Lang Hear Res. 2017 Aug 16;60(8):2185-2198. doi: 10.1044/2017_JSLHR-L-15-0402.
Language is a multidimensional construct from prior to the beginning of formal schooling to near the end of elementary school. The primary goals of this study were to identify the dimensionality of language and to determine whether this dimensionality was consistent in children with typical language development from preschool through 5th grade.
In a large sample of 1,895 children, confirmatory factor analysis was conducted with 19-20 measures of language intended to represent 6 factors, including domains of vocabulary and syntax/grammar across modalities of expressive and receptive language, listening comprehension, and vocabulary depth.
A 2-factor model with separate, highly correlated vocabulary and syntax factors provided the best fit to the data, and this model of language dimensionality was consistent from preschool through 5th grade.
This study found that there are fewer dimensions than are often suggested or represented by the myriad subtests in commonly used standardized tests of language. The identified 2-dimensional (vocabulary and syntax) model of language has significant implications for the conceptualization and measurement of the language skills of children in the age range from preschool to 5th grade, including the study of typical and atypical language development, the study of the developmental and educational influences of language, and classification and intervention in clinical practice.
从正式学校教育开始前到小学快结束阶段，语言是一个多维度结构。本研究的主要目标是确定语言的维度，并确定这种维度在从学前班到五年级语言发展正常的儿童中是否一致。
在1895名儿童的大样本中，对旨在代表6个因素的19 - 20项语言测量指标进行验证性因素分析，这些因素包括表达性和接受性语言、听力理解以及词汇深度等模态下的词汇和句法/语法领域。
一个具有单独且高度相关的词汇和句法因素的双因素模型最符合数据，并且这种语言维度模型在从学前班到五年级是一致的。
本研究发现，在常用的标准化语言测试中，维度数量比众多子测试通常所暗示或呈现的要少。所确定的语言二维（词汇和句法）模型对学前班到五年级儿童语言技能的概念化和测量具有重要意义，包括对典型和非典型语言发展的研究、语言发展和教育影响的研究以及临床实践中的分类和干预。
