Dockrell Julie E, Marshall Chloë R
Psychology and Human Development, Institute of Education, London, UK.
Child Adolesc Ment Health. 2015 May;20(2):116-125. doi: 10.1111/camh.12072. Epub 2014 Aug 4.
Language and communication skills are central to children's ability to engage in social relationships and access learning experiences. This paper identifies issues which practitioners and researchers should consider when assessing language skills. A range of current language assessments is reviewed.
Current screening measures do not meet psychometric prerequisites to identify language problems. There are significant challenges in the interpretation of language assessments, where socioeconomic status, language status and dialect, hearing impairment and test characteristics impact results.
Psychometrically sound assessments of language are an essential component of developing effective and efficient interventions. The language trajectories of preschool children vary substantially; current screening measures have significant limitations. Composite measures of language performance are better indicators of language problems and disorders than single measures of component skills.
语言和沟通技巧是儿童参与社会关系和获取学习体验能力的核心。本文确定了从业者和研究人员在评估语言技能时应考虑的问题。对一系列当前的语言评估进行了综述。
当前的筛查措施不符合识别语言问题的心理测量学先决条件。在语言评估的解释方面存在重大挑战，社会经济地位、语言状况和方言、听力障碍以及测试特征都会影响结果。
从心理测量学角度进行合理的语言评估是制定有效干预措施的重要组成部分。学龄前儿童的语言发展轨迹差异很大；当前的筛查措施有很大局限性。语言表现的综合测量比单项技能测量更能有效指示语言问题和障碍。
