Department of Communication Sciences and Disorders, Illinois State University, Normal.
Department of Communication Sciences and Disorders, University of Houston, TX.
Lang Speech Hear Serv Sch. 2021 Jan 19;52(1):51-63. doi: 10.1044/2020_LSHSS-19-00120. Epub 2021 Jan 18.
Purpose This study was designed to assess the utility of a tool for automated analysis of rare vocabulary use in the spoken narratives of a group of school-age children from low-income communities. Method We evaluated personal and fictional narratives from 76 school-age children from low-income communities ( = 9;3 [years;months]). We analyzed children's use of rare vocabulary in their narratives, with the goal of evaluating relationships among rare vocabulary use, performance on standardized language tests, language sample measures, sex, and use of African American English. Results Use of rare vocabulary in school-age children is robustly correlated with established language sample measures. Male sex was also significantly associated with more frequent rare vocabulary use. There was no association between rare vocabulary use and use of African American English. Discussion Evaluation of rare vocabulary use in school-age children may be a culturally fair assessment strategy that aligns well with existing language sample measures.
目的 本研究旨在评估一种工具在分析来自低收入社区的一群学龄儿童口语叙述中罕见词汇使用的效用。
方法 我们评估了来自低收入社区的 76 名学龄儿童（9 名；3 [岁；月]）的个人和虚构叙述。我们分析了儿童在叙述中使用罕见词汇的情况，目的是评估罕见词汇使用与标准化语言测试、语言样本测量、性别和非裔美国英语使用之间的关系。
结果 学龄儿童罕见词汇的使用与既定的语言样本测量结果高度相关。男性性别也与更频繁使用罕见词汇显著相关。罕见词汇的使用与非裔美国英语的使用之间没有关联。
讨论 评估学龄儿童罕见词汇的使用可能是一种与现有语言样本测量结果相符的文化公平评估策略。
