目的 验证我国家长和教师对儿童语言能力评估的准确性,比较二者差异,并分析造成差异的影响因素,以深化对两种语言评估来源特点的认知。方法 采用横断面研究,于2024年9—12月选取南京市3所幼儿园和1所小学的280名3～7岁儿童为研究对象,分别由其主要照护家长和班级教师采用汉语普通话语言知识评估工具(ITALK-M)对词汇量、发音可辨识度、句子长度、语法合法性进行评分,儿童完成汉语普通话句子重复任务,作为实际语言能力评估指标。采用广义线性混合模型进行统计分析。结果 儿童的实际语言能力得分与家长评分(rs =0.353,P<0.001)和教师评分(rs =0.347,P<0.001)均呈现显著正相关。只有教师评分有显著的年龄效应(大龄组高于小龄组,F=10.987, P=0.001)和显著的性别差异(女童高于男童,F=6.132, P=0.013),且该性别差异只体现在小龄组儿童中(F=4.294, P=0.038),而家长评分未体现上述差异。母亲教育水平与评分者存在显著的交互作用(F=6.403, P<0.001),教师倾向于给母亲教育水平更高的儿童打出更高的分数,而家长评分中的高分更集中于母亲教育水平为中等(专科和本科)的儿童。家长评分显著高于教师评分(F=15.916, P<0.001),主要体现在发音可辨识度(t=5.343)和句子长度(t=4.188)两个语言维度,差异有统计学意义(P<0.001)。结论 家长与教师的主观评估在儿童早期语言筛查中都具有准确性。相较于家长评估,教师评估具有优势,在捕捉年龄发展趋势和性别差异方面更为敏感,且性别差异随着儿童年龄增长而逐渐减弱。家长可能对儿童语言能力存在高估倾向,尤其是中等教育水平的家长。
Abstract
Objective To examine the accuracy of parent and teacher ratings of children's language skills, to compare their differences, and to analyze the influential factors, so as to deepen the understanding of the characteristics of these two sources of language assessment. Methods A cross-sectional study was conducted between September and December 2024 with 280 children aged 3 - 7 years recruited from three kindergartens and one primary school in Nanjing.Primary caregivers and classroom teachers rated the children's vocabulary, speech intelligibility, sentence length, and grammaticality using the Inventory to Assess Language Knowledge-Mandarin (ITALK-M).Children completed the Mandarin Sentence Repetition Task (MSRT) as an objective measure of language skills.Generalized linear mixed models (GLMM) were used for data analysis. Results Children's objective language scores showed significant positive correlations with both parent ratings (rs=0.353,P<0.001) and teacher ratings (rs =0.347,P<0.001).Only teacher ratings demonstrated significant main effects of age (older children were scored higher than younger children, F=10.987, P=0.001) and gender (girls were scored higher than boys, F=6.132, P=0.013), and this gender effect was only found in the younger group (F=4.294, P=0.038), whereas parent ratings did not show these patterns.There was a significant interaction between maternal education and rater (F=6.403, P<0.001).Teachers tended to give higher ratings to children whose mothers had higher education levels, whereas higher ratings of parents were concentrated among children whose mothers had mid-level education (associate or bachelor's degrees).Parent ratings were significantly higher than teacher ratings (F=15.916, P<0.001), particularly in the dimensions of speech intelligibility (t=5.343, P<0.001) and sentence length (t=4.188, P<0.001). Conclusions Both parent and teacher subjective ratings demonstrated accuracy in early language screening. Compared to parents, teachers' ratings were more sensitive to age-related development and gender difference, and the gender effect diminished as children grew older. Parents may overestimate children's language skills, especially those with mid-level education levels.
关键词
家长 /
教师 /
语言评估 /
准确性 /
差异性
Key words
parent /
teachers /
language assessment /
accuracy /
differences
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] Trinite B, Tomele G, Rascevska M.Exploring the consistency between teachers' and parents' ratings of children's language skills[C].Society Integr Education Proc Int Sci Conf, 2024, 2: 102-112.
[2] 张敬,章志芳,肖永涛,等.国内多省份医疗系统和非医疗系统言语治疗从业人员现状调查分析[J].中国现代医学杂志,2017,27(2): 98-105.
Zhang J, Zhang ZF, Xiao YT, et al.Survey of speech therapy practitioner status of medical and non-medical systems in many provinces of China[J].China J Mod Med, 2017, 27(2): 98-105.(in Chinese)
[3] 盛欐,俞稼钰,郝颖.汉语发展性语言障碍的现状及建议[J].早期儿童发展,2022,2(4): 73-83.
Sheng L, Yu JY, Hao Y.The current stateof and recommendations for interventions in developmental language disorders in Chinese children[J].Early Child Dev, 2022,2(4): 73-83.(in Chinese)
[4] Sheng L, Yu JY, Su PL, et al.Developmental language disorder in Chinese children: A systematic review of research from 1997 to 2022[J].Brain Lang, 2023, 241: 105268.
[5] Ring ED, Fenson L.The correspondence between parent report and child performance for receptive and expressive vocabulary beyond infancy[J].First Lang, 2000, 20(59): 141-159.
[6] Fenson L, Marchman VA, Thal DJ, et al.MacArthur-bates communicative development inventories: User's guide and technical manual[M].2nd ed.Baltimore: Brookes Publishing, 2007.
[7] Hao M, Shu H, Xing A, et al.Early vocabulary inventory for Mandarin Chinese[J].Behav Res Meth, 2008, 40(3): 728-733.
[8] Łuniewska M, Krysztofiak M, Haman E. Parental report of vocabulary in 3- to 6-year-old Polish children:Reliable but not valid[J]. Int J Lang & Comm Disor, 2024, 59(6): 2483-2496.
[9] 贾佳,徐亚琴,解雅春,等.家长和老师对1～6岁儿童语言能力评价结果的可信度分析[J].东南大学学报(医学版),2015,34(6): 924-928.
Jia J, Xu YQ, Xie YC, et al.Analysis of the credibility of the parents and teachers in the evaluation of the language ability of children aged 1-6 years[J].J Southeast Univ (Med Sci Ed), 2015,34(6): 924-928.(in Chinese)
[10] Pua EPK, Lee MLC, Rickard Liow SJ.Screening bilingualpreschoolers for language difficulties: Utility of teacher and parent reports[J].J Speech Lang Hear Res, 2017, 60(4): 950-968.
[11] Etchell A, Adhikari A, Weinberg LS, et al.A systematic literature review of sex differences in childhood language and brain development[J].Neuropsychologia, 2018, 114: 19-31.
[12] Doyle L, Easterbrook MJ, Harris PR.Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading[J].Br J Educ Psychol, 2023, 93(1): 91-112.
[13] Marjanovič-Umek L, Fekonja U, Podlesek A, et al.Assessing toddler language competence: Agreement of parents' and preschool teachers' assessments[J].Eur Early Child Educ Res J, 2011, 19(1): 21-43.
[14] Jackson-Maldonado D, Marchman VA, Fernald LCH.Short-form versions of the Spanish MacArthur-Bates Communicative Development Inventories[J].Appl Psycholinguist, 2013, 34(4): 837-868.
[15] Peña ED, Gutierrez-Clellen VF, Iglesias A, et al.Inventory to Assess Language Knowledge (ITALK)[M].Baltimore: Paul H.Brookes, 2018.
[16] Pratt AS, Adams AM, Peña ED, et al.Exploring the use of Parent and Teacher Questionnaires to screen for language disorders in bilingual children[J].Top Early Child Spec Educ, 2022, 42(1): 77-90.
[17] Hao Y, Sheng L, Zhang Y, et al.A narrative evaluation of Mandarin-speaking children with language impairment[J].J Speech Lang Hear Res, 2018, 61(2): 345-359.
[18] Sheng L, Shi H, Wang D, et al.Narrative production in Mandarin-speaking children:Effects of language ability and elicitation method[J].J Speech Lang Hear Res, 2020, 63(3): 774-792.
[19] Klem M, Melby-Lervåg M, Hagtvet B, et al.Sentence repetition is a measure of children's language skills rather than working memory limitations[J].Dev Sci, 2015, 18(1): 146-154.
[20] Wang D, Zheng L, Lin Y, et al.Sentence repetition as a clinical marker for Mandarin-speaking preschoolers with developmental language disorder[J].J Speech Lang Hear Res, 2022, 65(4): 1543-1560.
[21] Feldman HM, Dollaghan CA, Campbell TF, et al.Measurement properties of the MacArthur Communicative Development Inventories at ages one and two years[J].Child Dev, 2000, 71(2): 310-322.
基金
江苏省社会科学基金项目研究成果(25YYC002;22JYD007)
PDF(1225 KB)
