Werfel Krystal L, Douglas Michael
Department of Communication Sciences and Disorders, University of South Carolina, Columbia, SC.
MED-EL, Durham, NC.
Perspect ASHA Spec Interest Groups. 2017 Jan 1;2(9):43-53. doi: 10.1044/persp2.sig9.43.
Children with hearing loss who use listening and spoken language increasingly reach performance within or above the average range on norm-referenced assessments of language ability prior to entering school; however, they continue to perform below expectations on language-based academic skills, such as reading. The purpose of this article was to identify limitations of making service provision decisions primarily on the basis of norm-referenced assessments for children with hearing loss. We offer evidence from a group of children with hearing loss who scored within 1.5 standard deviations of the mean on a norm-referenced omnibus language measure. These children with hearing loss performed more poorly than age-matched children with normal hearing on several measures derived from a naturalistic language sample. Based on the limitations of norm-referenced assessments and the findings of this study, we propose that language sample analysis should be used as primary evidence of language weakness for children with hearing loss.
使用听力和口语的听力损失儿童在入学前的语言能力常模参照评估中，越来越多地达到或超过平均水平；然而，他们在基于语言的学术技能（如阅读）方面的表现仍低于预期。本文的目的是确定主要基于常模参照评估为听力损失儿童做出服务提供决策的局限性。我们提供了一组听力损失儿童的证据，这些儿童在常模参照综合语言测量中得分在均值的1.5个标准差范围内。在从自然主义语言样本得出的几项测量中，这些听力损失儿童的表现比年龄匹配的听力正常儿童更差。基于常模参照评估的局限性和本研究的结果，我们建议语言样本分析应作为听力损失儿童语言弱点的主要证据。
