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|Other Titles:||Taiwanese Sign Language Receptive Skill Test forChildren as An Evaluation for Elementary LevelStudents at Deaf Schools|
Liu, Hsiu Tan
National Taiwan Normal University Department of Special Education
|Abstract:||本研究目的在發展國小兒童臺灣手語理解能力線上測驗，故於參考國內外手語測驗文獻、諮詢專家後，擬定測驗架構與內容並發展成線上測驗，建立測驗信、效度，接著實際施測評量三所啟聰學校國小部33 名單純聽障學生的手語能力，以便找出手語學習落後的學生，提供教學建議。研究主要結果如下：一、國小兒童臺灣手語理解能力線上測驗的架構包括詞彙理解、句法理解及段落理解三個分測驗，各有21、20 及9 個題目，採線上個別施測，大多數學生在25分鐘內完成測驗。二、本測驗具有良好的內部一致性信度、重測信度、折半信度、內容效度。測驗結果與非語文智商、教師對學生的手語評等、學生手語能力自評等有顯著相關，表示具有外在效標關聯效度。高年級學生表現優於低年級學生、父母親為聾人的學生表現優於父母親為聽人的學生，顯示測驗的區辨效度。三、啟聰學校國小聽障學生的手語能力，詞彙平均答對率近八成，句法理解與段落理解約為六成。本研究進一步以學生問題表分析學生表現，並針對值得注意的學生提出建議。四、與手語理解能力達顯著相關的變項包括父母親聽力狀況、年級、年齡、就讀啟聰學校年數、非語文智商、發現聽損月齡、開始學手語的年齡等。|
Purpose: To develop a test in Taiwanese Sign Language (TSL) to be administeredonline. To this end, the TSL Receptive Skill Test (RST) was developed and administeredto deaf students at the elementary level (grades 1–6). Methods: A previous studyconstructed and developed the framework and contents of the TSL-RST. After thepsychometric properties of reliability and validity were established, 33 elementarystudents in three schools for deaf children were assessed. The test was created to identifyspecific linguistic structures that caused difficulties for elementary level deaf students,so that teachers could develop remediation in those areas. Results/Findings: Studenttesting was undertaken, and the main results of this study are as follows:1.The onlineTSL-RST developed for elementary-level deaf students consists of 50 items and includesthree subtests: vocabulary comprehension (n = 21 items), syntax comprehension (n= 20 items), and paragraph comprehension (n = 9 items). The test can be completedwithin 25 minutes by most students.2.This test has the psychometric properties ofinternal consistency, test–retest reliability, split-half reliability, and content validity.Furthermore, the results correlated significantly with nonlanguage intelligence quotient(IQ). Criterion validity was established by teacher and student evaluation of the students’sign language levels. The discriminant validity was also established, because test scoreresults revealed that deaf students in higher grades performed better than those in lowergrades did, and deaf students with deaf parents also performed better than deaf studentswith hearing parents did. 3.Elementary-level students had an approximately 80% correctscore in vocabulary comprehension and 60% in sentence-structure comprehension and paragraph comprehension. Furthermore, the students’ performance was analyzed with astudent problem chart to provide suggestions. 4.Background variables which correlatedsignificantly to the TSL-RST included parents’ hearing status, grade, current age, yearsspent at deaf school, nonverbal IQ, the age at which hearing disability was identified, andthe age at which the student began to learn sign language. Conclusions/Implications:The author suggested that teachers at deaf schools use TSL-RST annually to evaluateand track deaf students’ abilities and to provide supportive teaching or services forstudents with TSL-related difficulties. The TSL transition program was recommended tolower grade students and new transfer students from mainstream schools. Use of a TSLexpression test for children is recommended.
|Appears in Collections:||特殊教育研究學刊|
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