| Summary: | 碩士 === 國立高雄師範大學 === 聽力學與語言治療研究所 === 97 === The Development of Wh-questions test for Pre-school children
Fang-lin Lin
Abstract
The research is mainly about developing a test for assessing Pre-school children’s response in wh-questions. We explore reliability and validity, and building a central norm of Taiwan .
This test contains 35 items and assessment is divided into two subscales: 19 theme1 (Wh-Qs are replied by reference to thematic situational picture) items and 16 theme 2 (Wh-Qs are related to participants’ daily life) items. Different age groups from 3 to 5 pre-school children are the target in the study. 337 children are involved in total which were sampled from the central of Taiwan for the use in reliability-validity checking, and norm building.
The results of this study :
The outcome of 「 Wh-Qs test for Pre-school children」 in the internal consistency, test-retest reliability, and inter-intra reliability of the evaluators are outstanding.
The results of this study in validity as follows: (1)The average score of response in concrete Wh-Qs is remarkably higher than abstract Wh-Qs in theme 1 and 2 subtest. Besides, the average score in theme 2 subtest is surprisingly higher than theme 1 subtest. This findings among 3 different age groups are all exactly the same. (2)There are not obvious discrepancies among 3 groups in the average score of response in different Wh-Qs. Similarity average sets in questions, 「what」and 「who」are the highest. 「where」and 「How many」are the second. Then 「why」is the third. The lowest average score stays in question 「How」and 「when」. (3)The score between theme 1 and 2 in this test, which includes concrete and abstract Wh-Qs and 6 kinds of Wh-Qs, discover the differences will be varied because of age developing. Scores tend to increase along with age growing. Except for the question drops onto 「how many」and concrete-abstract Wh-Qs in theme 2.. (4)The study in the criterion-related validity shows that are moderately positive correlated with 「words expression test」 in「Children’ cognition function integrated test– language test」. (5)The discrimination validity can be seen clearly in group age 3, 4 and 5 between language delay and normal cluster, which shows the score of delay cluster much lower than normal cluster.
The results of norm establishment and cut-off points as follows: (1)The score in this test shows that are not influenced by residential areas and genders factors, but parental education level have a great effect on the performance of group age 3. (2) Use ROC Curve analyzing the score of 337 participants (normal: 292; delay: 45) and then find the best cut-off point in separate age groups. The order of the best cut-off point among age 3, 4 and 5 is 29, 47 and 53（included）.
Key words: the test of Wh-questions for pre-school children, thematic situational picture, face to face conversation, ROC Curve, language delay
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