Hendricks Alison Eisel, Jerard Jillian, Guo Ling-Yu
Department of Communicative Disorders and Sciences, University at Buffalo, NY.
Department of Audiology and Speech-Language Pathology, Asia University, Taichung, Taiwan.
Lang Speech Hear Serv Sch. 2023 Jan 17;54(1):198-211. doi: 10.1044/2022_LSHSS-21-00189. Epub 2022 Nov 8.
Measures of grammatical accuracy are effective measures of children's language skills. However, many measures, such as percent grammatical utterances, were developed for children who speak General American English (GAE) and, therefore, may not be appropriate for students who speak other dialects. This study examines different scoring systems for a picture description task to explore the impact of different systems for children who speak African American English (AAE).
Eighteen preschool-age children who speak AAE completed a play-based language sample and a picture description task. The Index of Productive Syntax (IPSyn) was calculated for the play-based language samples and used as the reference measure. The picture description task was scored using four scoring systems: an expansive AAE scoring system, a GAE scoring system, and two strategic scoring systems. Scores were compared for each scoring system, and correlations between IPSyn scores and picture description scores were conducted.
Scores on the picture description task were highest in the expansive AAE scoring system, followed by scores in the strategic scoring systems, all of which were higher than scores in the GAE scoring system. There was a significant correlation between IPSyn scores and picture description scores when using the GAE scoring system and the strategic scoring systems, but not when using the expansive AAE scoring system.
Different scoring systems affect AAE-speaking preschoolers' scores on measures of grammatical accuracy, and the use of an expansive AAE scoring system, based on lists of nonmainstream features, may diminish the ability to differentiate between children with different ability levels. Future research is needed to refine scoring systems and to explore the validity of different scoring systems for detecting differences between preschoolers who speak AAE, with and without developmental language disorder.
语法准确性测量是衡量儿童语言技能的有效指标。然而，许多测量方法，如语法语句百分比，是为说通用美国英语（GAE）的儿童开发的，因此可能不适用于说其他方言的学生。本研究考察了图片描述任务的不同评分系统，以探讨不同系统对说非裔美国英语（AAE）儿童的影响。
18名说AAE的学龄前儿童完成了一项基于游戏的语言样本和一项图片描述任务。为基于游戏的语言样本计算了生产性句法指数（IPSyn），并将其用作参考指标。图片描述任务使用四种评分系统进行评分：一种宽泛的AAE评分系统、一种GAE评分系统和两种策略性评分系统。比较了每个评分系统的分数，并进行了IPSyn分数与图片描述分数之间的相关性分析。
在宽泛的AAE评分系统中，图片描述任务的分数最高，其次是策略性评分系统的分数，所有这些分数都高于GAE评分系统的分数。使用GAE评分系统和策略性评分系统时，IPSyn分数与图片描述分数之间存在显著相关性，但使用宽泛的AAE评分系统时则不存在。
不同的评分系统会影响说AAE的学龄前儿童在语法准确性测量上的分数，而基于非主流特征列表使用宽泛的AAE评分系统可能会削弱区分不同能力水平儿童的能力。未来需要开展研究以完善评分系统，并探索不同评分系统在检测说AAE的学龄前儿童（有或没有发育性语言障碍）之间差异方面的有效性。
Zotero 插件