Teacher identification of children at risk for language impairment in the first year of school
Teacher identification of children at risk for language impairment in the first year of school
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DOI：
10.3109/17549500903104447
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发表时间：
2010-06-01
影响因子：
1.8
通讯作者：
Dickson-Swift, Virginia
中科院分区：
文献类型：
--
作者：
Antoniazzi, Diana;Snow, Pamela;Dickson-Swift, Virginia
虽然前三年的正规学校教育对于向读写能力的过渡具有明显的重要性，但必须记住，学习阅读是一项以语言为基础的任务，它在很大程度上依赖于对关键口语技能的掌握，如音位和形态意识、词汇发展和早期语法。为了支持向读写能力的过渡，并且由于口语能力本身就很重要，因此早期教师能够熟练地识别可能存在口语障碍风险的儿童是至关重要的。本研究选取15名教师对一年级儿童完成《儿童交际量表（第二版）》（n = 149），并将评分与《临床语言基础筛查测试（第四版）》的筛查结果进行比较。教师评分在识别口语技能需要进一步调查的儿童方面显示出较差的敏感性和特异性。结果讨论了教师职前教育的建议，SLP倡导口语能力作为健康的终身决定因素，在学校早期筛查的问题，以及对进一步研究的影响。
While the first 3 years of formal schooling have obvious importance for the transition to literacy, it must be remembered that learning to read is a linguistically-based task that draws heavily on mastery of key oral-language skills such as phonemic and morphological awareness, vocabulary development, and early syntax. In order to support the transition to literacy, and because oral language competence is important in its own right, it is vital that early-years teachers are skilled at identifying children who may be at risk of oral language impairment. In this study, 15 teachers completed the Children's Communication Checklist (second edition) on children in their first year of school (n = 149), and ratings were compared with results of screening using the Clinical Examination of Language Fundamentals Screening Test (fourth edition). Teacher ratings showed poor sensitivity and specificity in identifying children whose oral language skills require further investigation. Results are discussed in the light of recommendations for teacher pre-service education, SLP advocacy for oral language competence as a life-long determinant of health, issues in screening during the early years of school, and implications for further research.