Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7.
Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7.
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DOI：
10.1037/a0019319
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发表时间：
2010-08-01
影响因子：
4.9
通讯作者：
Abbott, Robert D.
中科院分区：
文献类型：
--
作者：
Berninger, Virginia W.;Abbott, Robert D.
关键词：
分别在1年级(n=128)、3年级、5年级和3年级(n=113)、5年级和7年级进行听力理解、口语表达、阅读理解和书面表达的年龄标准化测试。验证性因素分析比较了每个年级的单因素和四因素模型，并支持耳、口、眼和手的四因素语言模型。多元回归确定了其他三种语言技能中的哪一种可以解释四种语言技能结果的独特差异，并提供了进一步的证据，表明语言不是一种单一的技能。个体的评价分数(每项语言测量的年龄标准分数在所有四项测量中均偏离个体平均值的量)表明，25%至30%的个体在特定语言技能上表现出相对的优势或劣势(+或−1 SD)，但只有7%的个体在三年级和五年级保持稳定。研究结果的讨论参考了(A)通过耳朵、嘴巴、眼睛和手通过语言理解和表达思想的理论含义，以及(B)观察到的发展和个体差异在普通教育、特殊教育和天赋教育中的教育应用。
Age-normed tests of Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression were administered in grades 1 (n=128), 3, and 5 or 3 (n=113), 5, and 7. Confirmatory factor analyses compared one- and four- factor models at each grade level and supported a four- factor model of Language by Ear, Mouth, Eye, and Hand. Multiple regressions identified which of the three other language skills explained unique variance in each of the four language skill outcomes and provided additional evidence that language is not a single skill. Individuals’ ipsative scores (amount that the standard score for age on each language measure deviated from individual’s mean for all four measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (+ or − 1 SD) in specific language skills, but only 7% were stable across grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand, and (b) educational applications of observed developmental and individual differences for general, special, and gifted education.
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影响因子：
1.4
作者：
Berninger, VW
通讯作者：
Berninger, VW
影响因子：
3
作者：
Berninger, VW;Dunn, A;Shimada, S
通讯作者：
Shimada, S
影响因子：
16.4
作者：
CRONBACH, LJ
通讯作者：
CRONBACH, LJ
影响因子：
2.5
作者：
BERNINGER, V;YATES, C;ABBOTT, R
通讯作者：
ABBOTT, R
影响因子：
8.8
作者：
BERNINGER, VW;ABBOTT, RD
通讯作者：
ABBOTT, RD