School of Education, University of California, Irvine.
Department of Communication Disorders, College of Health Professions, Texas State University, San Marcos.
J Speech Lang Hear Res. 2024 Jul 9;67(7):2159-2171. doi: 10.1044/2024_JSLHR-23-00127. Epub 2024 May 17.
In this validation study, we examined the factor structure of the mediated learning observation (MLO) used during the teaching phase of dynamic assessment. As an indicator of validity, we evaluated whether the MLO factor structure was consistent across children with and without developmental language disorder (DLD).
Two hundred twenty-four children (188 typically developing and 36 DLD) from kindergarten to second grade completed a 30-min individual mediated learning session on narrative production. Performance during the session was rated using the 12-item MLO by clinicians on affect, behavior, arousal, and elaboration. Exploratory and confirmatory factor analyses were conducted to establish the factor structure and reliability of the MLO.
Factor analysis of the MLO suggested a stable three-factor model with adequate fit indices across kindergarten and school-age samples, across both typically developing and DLD subgroups with good to excellent reliability. The final 11-item MLO (one item was removed due to low factor loading) comprises three subscales including (a) cognitive factor, (b) learning anticipation, and (c) learning engagement.
The MLO is a valid and reliable instrument for assessing language learning skills in children with and without DLD during dynamic assessment. Practical implications and suggestions for future research addressing the utilization of MLO in dynamic assessment are provided.
在这项验证研究中，我们检验了在动态评估的教学阶段使用的中介学习观察（MLO）的因子结构。作为有效性的指标，我们评估了 MLO 因子结构在有无发育性语言障碍（DLD）的儿童中是否一致。
224 名儿童（188 名典型发育和 36 名 DLD）从幼儿园到二年级完成了 30 分钟的个体中介学习会话，用于叙事生成。临床医生使用 MLO 的 12 项评分对情感、行为、唤醒和阐述进行评分。进行探索性和验证性因子分析以确定 MLO 的因子结构和可靠性。
MLO 的因子分析表明，在幼儿园和学龄样本中，在典型发育和 DLD 亚组中，均具有良好的适配指数和可靠的三因子模型。最终的 11 项 MLO（由于因子负荷低，删除了一项）包括三个分量表，包括（a）认知因素、（b）学习预期和（c）学习参与。
MLO 是一种在动态评估中评估有无 DLD 儿童语言学习技能的有效且可靠的工具。提供了关于在动态评估中使用 MLO 的实际意义和未来研究建议。
