汉语版和哈萨克语版表达性词汇测验第二版的效度与信度
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摘要
目的:将英语版表达性词汇测验第二版(EVT-2)的A、B两个版式翻译成汉语版和哈萨克语版,并检验其效度和信度。方法:选取2. 5~7. 5岁的汉族儿童541名、哈萨克族儿童287名分别进行EVT-2-A汉语版和哈萨克语版测量,汉族儿童378名和哈萨克族儿童306名分别进行EVT-2-B汉语版和哈萨克语版测评;采用韦氏幼儿智力测验(WPPSI)的言语智商(VIQ)和皮博迪图片词汇测验第四版A版式(PPVT-4-A)检验效标效度;采用内部一致性信度、重测信度来检验量表的信度。结果:EVT-2-A汉语版、哈萨克语版得分及EVT-2-B汉语版、哈萨克语版得分均与VIQ得分呈正相关(r=0. 61、0. 42、0. 57、0. 52,均P <0. 01),与PPVT-4-A得分也均呈正相关(r=0. 87、0. 73、0. 82、0. 70,均P <0. 01)。EVT-2-A、EVT-2-B汉语版及哈萨克语版各年龄段的Cronbachα系数均在0. 89以上,间隔2~3周后测量的EVT-2-A汉语版及哈萨克语版、EVT-2-B汉语版及哈萨克语版重测信度(r)分别为0. 74、0. 79、0. 84、0. 83 (均P <0. 01)。结论:汉语、哈萨克语版EVT-2具有良好的效度和信度,可以用于国内儿童的认知和语言发展问题的筛查与研究。
Objective: To translate the form A and form B of the English version of the Expressive Vocabulary Test-Second Edition( EVT-2) into Chinese and Kazakh versions and test their validity and reliability. Methods: Totally 541 Han nationality children and 287 Kazakh children between the age of 2. 5-7. 5 were tested respectively via the translated Chinese and Kazakh versions of EVT-2-A. Totally 378 Han children and 306 Kazakh children were selected to test separately by the Chinese and Kazakh versions of EVT-2-B. The Verbal Intelligence Quotient( VIQ) of Wechsler Preschool and Primary Scale of Intelligence( WPPSI) and the Form A of the Peabody Picture Vocabulary Teat-Fourth Edition( PPVT-4-A) were used as the criteria-related validity instrument. The internal consistency reliability,retest reliability were adopted to test the reliability of the versions of EVT-2. Results: The Chinese and Kazakh versions of the form A and form B of the EVT-2 were positively correlated with the VIQ of WPPSI( r = 0. 61,0. 42,0. 57,0. 52,Ps < 0. 01),and the versions of the EVT-2 were positively correlated with the form A of the PPVT-4 too( r = 0. 87,0. 73,0. 82,0. 70,Ps < 0. 01). Cronbach' s α reliability coefficients were all above 0. 89 in the Chinese and Kazakh versions of the form A and form B of the EVT-2,the test-retest reliabilities( r) across 2-3 weeks for these versions were 0. 74,0. 79,0. 84,0. 83( Ps < 0. 01) separately. Conclusion: It suggests that the Chinese and Kazakh versions of EVT-2 have good validity and reliability,and could be used to screen and study the cognitive and language development of children in China.
Objective: To translate the form A and form B of the English version of the Expressive Vocabulary Test-Second Edition( EVT-2) into Chinese and Kazakh versions and test their validity and reliability. Methods: Totally 541 Han nationality children and 287 Kazakh children between the age of 2. 5-7. 5 were tested respectively via the translated Chinese and Kazakh versions of EVT-2-A. Totally 378 Han children and 306 Kazakh children were selected to test separately by the Chinese and Kazakh versions of EVT-2-B. The Verbal Intelligence Quotient( VIQ) of Wechsler Preschool and Primary Scale of Intelligence( WPPSI) and the Form A of the Peabody Picture Vocabulary Teat-Fourth Edition( PPVT-4-A) were used as the criteria-related validity instrument. The internal consistency reliability,retest reliability were adopted to test the reliability of the versions of EVT-2. Results: The Chinese and Kazakh versions of the form A and form B of the EVT-2 were positively correlated with the VIQ of WPPSI( r = 0. 61,0. 42,0. 57,0. 52,Ps < 0. 01),and the versions of the EVT-2 were positively correlated with the form A of the PPVT-4 too( r = 0. 87,0. 73,0. 82,0. 70,Ps < 0. 01). Cronbach' s α reliability coefficients were all above 0. 89 in the Chinese and Kazakh versions of the form A and form B of the EVT-2,the test-retest reliabilities( r) across 2-3 weeks for these versions were 0. 74,0. 79,0. 84,0. 83( Ps < 0. 01) separately. Conclusion: It suggests that the Chinese and Kazakh versions of EVT-2 have good validity and reliability,and could be used to screen and study the cognitive and language development of children in China.
引文
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[16] Rescorla L,Ratner NB,Jusczyk P,et al. Concurrent validity of the Language Development Survey:associations with the MacArthur-Bates Communicative Development Inventories[J]. Am J Speech,2005,14(2):156-163.
[17] Frota S,Butler J,Correia S,et al. Infant communicative development assessed with the European Portuguese Mac Arthur-Bates Communicative Development Inventories short forms[J]. First Lang,2016,36(5):525-545.
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[19] Gutiérrez-Clellen VF, Simon-Cereijido G. Using language sampling in clinical assessments with bilingual children:challenges and future directions[J]. Semin Speech Lang, 2009, 30(4):234-245.
[20]盖笑松,杨薇,邰宇.儿童语言样本的分析技术[J].心理科学进展,2009,17(6):1242-1249.
[21]杨薇.儿童表达性语言能力评定技术[D].长春:东北师范大学,2008.
[22] Williams KT. Expressive Vocabulary Test[M]. Circle Pines,MN:American Guidance Service,1997:3-43.
[23] Restrepo MA,Schwanenflugel PJ,Blake J,et al. Performance on the PPVT-III and the EVT:applicability of the measures with African American and European American preschool children[J]. Lang Speech Hear Serv Schools,2006,37(1):17-27.
[24] Mccabe A,Champion TB. A matter of vocabulary II:low-income African American children's performance on the Expressive Vocabulary Test.[J]. Commu Disord Quart,2010,31(3):162-169.
[25]周兢,张莉,闵兰斌.新疆民族儿童学前双语语义发展与入学认知准备的相关研究[J].华东师范大学学报(教育科学版),2015,33(2):25-33.
[26]周兢,李传江,杜丽君,等.新疆学前双语教育情境中民族儿童的汉语发展研究[J].华东师范大学学报(教育科学版),2014,32(1):11-19.
[27]黄雪云.新加坡英语家庭华族学前儿童的华语词汇和句法发展研究[D].上海:华东师范大学,2017.
[28] Williams KT. Expressive Vocabulary Test,Second Edition[M].Bloomington,MN:NCS Pearson,Inc,2007:1-60.
[29]宋杰,朱月妹.小儿智能发育检查(第2版)[M].上海:上海科学技术出版社,1987:245-263.
[30] Dunn LM, Dunn DM. The Peabody Picture Vocabulary Test,Fourth Edition[M]. Bloomington,MN:NCS Pearson,Inc,2007:2-54.
[31]李宇明.儿童语言的发展[M].武汉:华中师范大学出版社,1995:97-98.
[32]桑标,缪小春.皮博迪图片词汇测验修订版(PPVT-R)上海市区试用常模的修订[J].心理科学通讯,1990,(5):22-27.
[33]李建新,常庆玲.新疆各主要民族人口现状及变化特征[J].西北民族研究,2015,(3):21-36.
[34] Manz PH,Bracaliello CB,Pressimone VJ,et al. Toddlers'expressive vocabulary outcomes after one year of Parent-Child Home Program services[J]. Early Child Dev Care,2016,186(2):229-248.
[35]盖笑松,杨薇,宋爱芬.迟说话儿童的入学准备状况[J].中国特殊教育,2009,(11):56-60.
[2] Marchman VA,Fernald A. Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood[J]. Dev Sci,2008,11(3):9-16.
[3] Perfetti C,Stafura J. Word knowledge in a theory of reading comprehension[J]. Sci Stud Read,2014,18(1):22-37.
[4] Duff FJ,Reen G,Plunkett K,et al. Do infant vocabulary skills predict school-age language and literacy outcomes?[J]. J Child Psychol Psychiatry,2015,56(8):848-856.
[5] Prevoo MJL,Malda M,Mesman J,et al. Within-and cross-language relations between oral language proficiency and school outcomes in bilingual children with an immigrant background:a meta-analytical study[J]. Rev Educ Res,2016,86(1):237-276.
[6] Goldstein H,Ziolkowski RA,Bojczyk KE,et al. Academic vocabulary learning in first through third grade in low-income schools:effects of automated supplemental instruction[J]. J Speech Lang Hear Res,2017,60(11):3237-3258.
[7] Conway LJ,Levickis PA,Mensah F,et al. Associations between expressive and receptive language and internalizing and externalizing behaviours in a community-based prospective study of slowto-talk toddlers[J]. Int J Lang Commun Disord, 2017, 52(11):1-15.
[8]王娟,沈秋苹.家庭读写环境对儿童词汇发展的影响——母亲语言支架的中介效应[J].中国临床心理学杂志,2017,25(4):750-753.
[9] Burger A,Chong I. Receptive vocabulary[M]∥Goldstein S,Naglieri JA. Encyclopedia of child behavior and development. New York:Springer US,2011:1366-1389.
[10] Olabarrieta-Landa L, Rivera D, Ibá1ez-Alfonso JA, et al. Peabody Picture Vocabulary Test-III:normative data for Spanish-speaking pediatric population[J]. Neuro Rehabil,2017,41(3):687-694.
[11] Nation ISP. Teaching and learning vocabulary[M]. Rowley,MA:Newbury House,1990:23.
[12] Benedicta H. Early lexical development:comprehension and production[J]. J Child Lang,1979,6(2):183-200.
[13] Hao M,Shu H,Xing A,et al. Early vocabulary inventory for Mandarin Chinese[J]. Behav Res Methods,2008,40(3):728-733.
[14] Fenson L. Variability in early communicative development[J].Monogr Soc Res Child Dev,1994,59(5):1-173.
[15] Chaffee CA,Cunningham CE,X MS,et al. Screening effectiveness of the Minnesota Child Development Inventory Expressive and Receptive Language Scales:sensitivity, specificity, and predictive value[J]. Psychol Assess,1990,2(1):80-85.
[16] Rescorla L,Ratner NB,Jusczyk P,et al. Concurrent validity of the Language Development Survey:associations with the MacArthur-Bates Communicative Development Inventories[J]. Am J Speech,2005,14(2):156-163.
[17] Frota S,Butler J,Correia S,et al. Infant communicative development assessed with the European Portuguese Mac Arthur-Bates Communicative Development Inventories short forms[J]. First Lang,2016,36(5):525-545.
[18] Rescorlaa LA. Overextension in early language development[J].J Child Lang,1980,7(2):321-335.
[19] Gutiérrez-Clellen VF, Simon-Cereijido G. Using language sampling in clinical assessments with bilingual children:challenges and future directions[J]. Semin Speech Lang, 2009, 30(4):234-245.
[20]盖笑松,杨薇,邰宇.儿童语言样本的分析技术[J].心理科学进展,2009,17(6):1242-1249.
[21]杨薇.儿童表达性语言能力评定技术[D].长春:东北师范大学,2008.
[22] Williams KT. Expressive Vocabulary Test[M]. Circle Pines,MN:American Guidance Service,1997:3-43.
[23] Restrepo MA,Schwanenflugel PJ,Blake J,et al. Performance on the PPVT-III and the EVT:applicability of the measures with African American and European American preschool children[J]. Lang Speech Hear Serv Schools,2006,37(1):17-27.
[24] Mccabe A,Champion TB. A matter of vocabulary II:low-income African American children's performance on the Expressive Vocabulary Test.[J]. Commu Disord Quart,2010,31(3):162-169.
[25]周兢,张莉,闵兰斌.新疆民族儿童学前双语语义发展与入学认知准备的相关研究[J].华东师范大学学报(教育科学版),2015,33(2):25-33.
[26]周兢,李传江,杜丽君,等.新疆学前双语教育情境中民族儿童的汉语发展研究[J].华东师范大学学报(教育科学版),2014,32(1):11-19.
[27]黄雪云.新加坡英语家庭华族学前儿童的华语词汇和句法发展研究[D].上海:华东师范大学,2017.
[28] Williams KT. Expressive Vocabulary Test,Second Edition[M].Bloomington,MN:NCS Pearson,Inc,2007:1-60.
[29]宋杰,朱月妹.小儿智能发育检查(第2版)[M].上海:上海科学技术出版社,1987:245-263.
[30] Dunn LM, Dunn DM. The Peabody Picture Vocabulary Test,Fourth Edition[M]. Bloomington,MN:NCS Pearson,Inc,2007:2-54.
[31]李宇明.儿童语言的发展[M].武汉:华中师范大学出版社,1995:97-98.
[32]桑标,缪小春.皮博迪图片词汇测验修订版(PPVT-R)上海市区试用常模的修订[J].心理科学通讯,1990,(5):22-27.
[33]李建新,常庆玲.新疆各主要民族人口现状及变化特征[J].西北民族研究,2015,(3):21-36.
[34] Manz PH,Bracaliello CB,Pressimone VJ,et al. Toddlers'expressive vocabulary outcomes after one year of Parent-Child Home Program services[J]. Early Child Dev Care,2016,186(2):229-248.
[35]盖笑松,杨薇,宋爱芬.迟说话儿童的入学准备状况[J].中国特殊教育,2009,(11):56-60.