Please use this identifier to cite or link to this item: `http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80734`
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dc.contributor.author賴曉嬋zh_tw
dc.contributor.author王秋鈴zh_tw
dc.contributor.authorHsiao-Chan Lai, Chiu-Ling Wangen_US
dc.date.accessioned2019-08-12T04:49:23Z-
dc.date.available2019-08-12T04:49:23Z-
dc.date.issued2017-11-??
dc.identifier41720401-C938-35F3-84D9-F788D0B359D3
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/80734-
dc.description.abstract本研究旨在比較國小二年級典型發展及語言障礙兒童，在敘事「巨結構」及「微結構」各項指標的表現是否呈現顯著差異，並探討各項指標的效果量，找出區辨兩組兒童最具敏感度的指標。本研究對象為60 名國小二年級學童，語言障礙與典型發展兒童各30 名，兩組兒童均以無字圖畫書Frog, where are you? 為材料，透過故事重述的方式蒐集敘事樣本。本研究結果如下：一、巨結構：兩組兒童在故事文法要素中的「背景、起始事件、嘗試、結果、內在反應」及插曲完整度等指標有顯著差異。二、微結構：兩組兒童在「語意」部分的「總詞彙數、相異詞彙數、詞彙錯用率」、「語法」部分的「平均C 單位長度、複雜句使用率、文法錯誤句出現率」，以及「凝聚結」部分的「前後關係照應凝聚完整率、關聯詞凝聚完整率、凝聚結凝聚完整率」等指標有顯著差異。三、比較各項敘事評量指標的效果量，最能區辨兩組兒童的前五名指標依次為平均C單位長度、詞彙錯用率、嘗試、文法錯誤句出現率及複雜句使用率。在評量國小二年級兒童的敘事能力時，可特別針對以下的幾個能力進行探討：插曲完整度、詞彙使用能力（包括總詞彙數、相異詞彙數及詞彙錯用情形）、語句使用的能力（包括複雜句使用率、平均語句長度、文法錯誤句出現率）及前後關係照應的使用情形。zh_tw
dc.description.abstractPurpose: Children’s narrative performance plays a pivotal role in developing their abilities of conversation, literacy, and socialization. To tell a complete and coherent story, a child must possess various skills, including the use of a specific structure to compose a story, the ability to choose appropriate vocabulary and sentence structures to covey ideas, and the use of proper references and connectives to unite the story. Therefore, it is crucial to evaluate children’s narrative abilities in clinical settings. This study investigated whether second-graders with language disorders and their typically developing peers demonstrated significantly different performances in the various areas of macrostructure and microstructure narrative. The effectiveness of these indicators was also investigated to identify the most sensitive indicators for distinguishing these two groups of children. The results can serve as a reference for relevant personnel in clinical practice. Method: A total of 60 children were examined, namely 30 with language disorders and 30 with typical language development. The two groups were asked to retell a wordless picture book called Frog, Where Are You? in order to assess their narrative abilities. Results/Findings: The two groups had significantly different indicator scores for narrative macrostructure elements such as background, initiating event, attempt, consequence, internal response, and number of complete episodes. Regarding the microstructure elements, the two groups demonstrated significantly different indicator scores in semantics (i.e., total number of words, number of different words, and percentage of incorrect vocabulary), syntax (i.e.,mean length of C-unit, subordination index, and percentage of grammatically incorrect sentences), and cohesive ties (i.e., ratios of complete reference cohesive ties, complete connective cohesive ties, and total complete ties). Concerning the effect size of these narrative indicators, the top five indien_US
dc.language中文
dc.publisher國立台灣師範大學特殊教育學系zh_tw
dc.publisherNational Taiwan Normal University Department of Special Educationen_US
dc.relation42(3)，33-61
dc.relation.ispartof特殊教育研究學刊zh_tw
dc.subject.other敘事zh_tw
dc.subject.other語言障礙zh_tw
dc.subject.other學齡兒童zh_tw
dc.subject.othernarrativeen_US
dc.subject.otherlanguage disorderen_US
dc.subject.otherschool-aged childen_US
dc.title有效鑑別國小二年級語言障礙兒童和典型發展兒童的敘事指標zh-tw
dc.title.alternativeNarrative Indicators for Effectively Distinguishing between Second-Grade Students with Language Disorders and their Typically Developing Peerszh_tw
Appears in Collections:特殊教育研究學刊

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