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題名：國小兒童臺灣手語理解能力測驗之編製及其在啟聰學校之應用
書刊名：特殊教育研究學刊
作者：劉秀丹 引用關係
作者(外文)：Liu, Hsiu Tan
出版日期：2019
卷期：44:1
頁次：頁91-117
主題關鍵詞：手語能力；手語理解；手語測驗；國民小學；線上測驗；Elementary level；Online assessment；Sign language ability；Sign language assessment；Sign language receptive skill
原始連結：連回原系統網址new window
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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 administered online. To this end, the TSL Receptive Skill Test (RST) was developed and administered to deaf students at the elementary level (grades 1-6). Methods: A previous study constructed and developed the framework and contents of the TSL-RST. After the psychometric properties of reliability and validity were established, 33 elementary students in three schools for deaf children were assessed. The test was created to identify specific linguistic structures that caused difficulties for elementary level deaf students, so that teachers could develop remediation in those areas. Results/Findings: Student testing was undertaken, and the main results of this study are as follows: 1. The online TSL-RST developed for elementary-level deaf students consists of 50 items and includes three subtests: vocabulary comprehension (n=21 items), syntax comprehension (n=20 items), and paragraph comprehension (n=9 items). The test can be completed within 25 minutes by most students. 2. This test has the psychometric properties of internal 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 score results revealed that deaf students in higher grades performed better than those in lower grades did, and deaf students with deaf parents also performed better than deaf students with hearing parents did. 3. Elementary-level students had an approximately 80% correct score in vocabulary comprehension and 60% in sentence-structure comprehension and paragraph comprehension. Furthermore, the students' performance was analyzed with a student problem chart to provide suggestions. 4. Background variables which correlated significantly to the TSL-RST included parents' hearing status, grade, current age, years spent at deaf school, nonverbal IQ, the age at which hearing disability was identified, and the 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 evaluate and track deaf students' abilities and to provide supportive teaching or services for students with TSL-related difficulties. The TSL transition program was recommended to lower grade students and new transfer students from mainstream schools. Use of a TSL expression test for children is recommended.
期刊論文
1.劉秀丹(20080700)。空間性對於聾生手語句義理解的影響。特殊教育研究學刊，33(2)，71-83。new window  延伸查詢new window
2.劉秀丹、曾進興、張勝成(20060300)。啟聰學校學生文法手語、自然手語及書面語故事理解能力之研究。特殊教育研究學刊，30，113-133。new window  延伸查詢new window
3.劉秀丹、曾進興(20070300)。文法手語構詞語句法特性對聾生詞義與句義理解的影響。特殊教育研究學刊，32(1)，77-92。new window  延伸查詢new window
4.Haug, T.(2011)。Approaching sign language test construction: Adaptation of the German sign language receptive skills test。Journal of Deaf Studies and Deaf Education，16(3)，343-361。  new window
5.Jansma, S.、Knoors, H.、Baker, A. E.(1997)。Sign language assessment: A Dutch project。Deafness and Education，21(3)，39-46。  new window
6.Maller, S. J.、Singleton, J. L.、Supalla, S. J.、Wix, T.(1999)。The development and psychometric properties of the American sign language proficiency assessment (ASL-PA)。Journal of Deaf Studies and Deaf Education，4(4)，249-269。  new window
7.Mayberry, R. I.(1998)。The critical period for language acquisition and the deaf child's language comprehension: A psycholinguistic approach。Bulletin d'Audiophonologie: Annales Scientifiques de L'Universite de Franche-Comte，15，349-358。  new window
8.Becker, Claudia.(2009)。Narrative competences of Deaf children in German Sign Language。Sign Language and Linguistics，12(2)，113-160。  new window
9.Aiken, L. R.(1985)。Three coefficients for analyzing the reliability and validity of ratings。Educational and Psychological Measurement，45，131-142。  new window
10.Anderson, Diane、Reilly, Judy(2002)。The MacArthur communicative development inventory: normative data for American Sign Language。Journal of Deaf Studies and Deaf Education，7(2)，83-106。  new window
11.Strong, Michael、Prinz, Philip(1997)。A study of the relationship between American Sign Language and English literacy。Journal of Deaf Studies and Deaf Education，2(1)，37-46。  new window
12.Goldin-Meadow, S.(2014)。Widening the lens: What the manual modality reveals about language, learning and cognition。Philosophical Transactions of the Royal Society B: Biological Sciences，369(1651)，1-11。  new window
13.劉秀丹、劉俊榮、曾進興、張榮興(20151100)。臺灣手語理解能力標準化測驗的編製與發展。特殊教育研究學刊，40(3)，27-57。new window  延伸查詢new window
14.Allen, T. E.、Enns, C.(2013)。A psychometric study of the ASL Receptive Skills Test when administered to deaf 3-, 4-, and 5-year-old children。Sign Language Studies，14(1)，58-79。  new window
15.Beal-Alvarez, J. S.(2014)。Deaf students' receptive and expressive American Sign Language skills: Comparisons and relations。Journal of deaf studies and deaf education，19(4)，508-529。  new window
16.Beal-Alvarez, J. S.(2016)。Longitudinal receptive American Sign Language skills across a diverse deaf student body。Journal of deaf studies and deaf education，21(2)，200-212。  new window
17.Clark, M. D.、Hauser, P. C.、Miller, P.、Kargin, T.、Rathmann, C.、Guldenoglu, B.、Israel, E.(2016)。The importance of early sign language acquisition for deaf readers。Reading & Writing Quarterly，32(2)，127-151。  new window
18.DeLana, M.、Gentry, M. A.、Andrews, J. F.(2007)。The efficacy of ASL/English bilingual education: Considering public schools。American Annals of the Deaf，152(1)，73-87。  new window
19.Enns, C. J.、Herman, R. C.(2011)。Adapting the assessing British sign language development: Receptive skills test into American sign language。Journal of deaf studies and deaf education，76(3)，362-374。  new window
20.Fitzpatrick, E. M.、Hamel, C.、Stevens, A.、Pratt, M.、Moher, D.、Doucet, S. P.、Na, E.(2016)。Sign language and spoken language for children with hearing loss: a systematic review。Pediatrics，137(1)。  new window
21.Hall, W. C.(2017)。What you don't know can hurt you: The risk of language deprivation by impairing sign language development in deaf children。Maternal and child health journal，21(5)，961-965。  new window
22.Haug, T.(2005)。Review of sign language assessment instruments。Sing Language and Linguistics，8，61-98。  new window
23.Henner, J.、Caldwell-Harris, C. L.、Novogrodsky, R.、Hoffmeister, R.(2016)。American Sign Language syntax and analogical reasoning skills are influenced by early acquisition and age of entry to signing schools for the deaf。Frontiers in psychology，7。  new window
24.Herman, R.、Roy, P.(2006)。Evidence from the extended use of the BSL Receptive Skills Test。Deafness & Education International，8(1)，33-47。  new window
25.Hermans, D.、Knoors, H.、Verhoeven, L.(2010)。Assessment of sign language development: The case of deaf children in the Netherlands。Journal of Deaf Studies and Deaf Education，15(2)，107-119。  new window
26.Knoors, H.、Marschark, M.(2012)。Language planning for the 21st century: Revisiting bilingual language policy for deaf children。The Journal of Deaf Studies and Deaf Education，17(3)，291-305。  new window
27.Kotowicz, J.(2015)。Sign language acquisition from different points of view。General and Professional Education，2015(1)，26-36。  new window
28.Malaia, E.、Wilbur, R. B.(2010)。Early acquisition of sign language: What neuroimaging data tell us。Sign Language and Linguistics，13(2)，183-199。  new window
29.Mann, W.、Marshall, C.(2012)。Investigating deaf children's vocabulary knowledge in British Sign Language。Language Learning，62(4)，1024-1051。  new window
30.Mann, W.、Roy, P.、Morgan, G.(2015)。Adaptation of a vocabulary test from British Sign Language to American Sign Language。Language Testing，53(1)，3-20。  new window
31.Mitchell, R.、Karchmer, M.(2004)。Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States。Sign Language Study，4(2)，138-163。  new window
32.Newman, A. J.、Supalla, T.、Fernandez, N.、Newport, E. L.、Bavelier, D.(2015)。Neural systems supporting linguistic structure, linguistic experience, and symbolic communication in sign language and gesture。Proceedings of the National Academy of Sciences，112(37)，11684-11689。  new window
33.Sutton-Spence, R.(2010)。The role of sign language narratives in developing identity for deaf children。Journal of Folklore Research，47(3)，265-305。  new window
會議論文
1.姚俊英(2001)。臺灣手語演進。2001年手語教學與應用研討會。臺北：國立臺灣師範大學特殊教育學系。103-147。  延伸查詢new window
2.林寶貴、黃玉枝、邢敏華(2001)。聽障學生學習手語畫冊成效及影響因素之研究。2001年手語教學與應用研討會。國立台灣師範大學特殊教育學系。118-130。  延伸查詢new window
3.劉秀丹(2006)。臺灣聽障學生與閱讀復甦方案的邂逅。多重障礙教學與輔具國際學術研討會。台中市：國立台中教育大學。126-137。  延伸查詢new window
4.Lillo-Martin, D.(2008)。Sign language acquisition studies: Past, present and future。The 9th Theoretical Issues in Sign Language Research Conference。Florianopolis。244-263。  new window
研究報告
1.邢敏華(2002)。手語教學對幼稚園與國小聽常與聽障生之辭彙理解與認知能力影響效果研究 (計畫編號：NSC 90-2413-H-024-007)。  延伸查詢new window
2.邢敏華(2003)。手語教學對幼稚園與國小聽常與聽障生之辭彙理解與認知能力影響效果研究 (計畫編號：NSC 91-2413-H-024-009)。  延伸查詢new window
3.黃玉枝(2005)。學前聽障兒童雙語教育實施成效之研究 (計畫編號：NSC94-2413-H153-015)。  延伸查詢new window
4.Hoffineister, R. J.、Caldwell-Harris, C. L.、Henner, J.、Benedict, R.、Fish, S.、Rosenburg, P.、Novogrodsky, R.(2014)。The American Sign Language Assessment Instrument (ASLAI): Progress report and preliminary findings。Boston, MA：Center for the Study of Communication and the Deaf。  new window
學位論文
1.劉秀丹(2004)。啟聰學校學生文法手語、自然手語及書面語故事理解能力之研究(博士論文)。彰化師範大學。new window  延伸查詢new window
圖書
1.余民寧(2007)。教育測驗與評量--成就測驗與教學評量。臺北市：心理。  延伸查詢new window
2.劉秀丹(2009)。手語心理語言實驗及其對聽障教育的啟示。臺中：天空數位圖書。  延伸查詢new window
3.Callaway, A.(2000)。Deaf children in China。Washington, DC：Gallaudet University Press。  new window
4.Emmorey, K.(2002)。Language, Cognition, and the Brain: Insights from Sign Language Research。Mahwah, NJ：Lawrence Erlbaum Associates, Inc.。  new window
5.De Vellis, R. F.(2012)。Scale Development: Theory and Applications。Sage Publications。  new window
6.國立台中啟聰學校(2011)。中聰手語詞彙手冊。臺中市：國立台中啟聰學校。  延伸查詢new window
7.Crocker, L.、Algina, J.(1986)。Introduction to classical and modem test theory。New York：Holt, Rinehart & Winston。  new window
8.Enns, C. J.、Zimmer, K.、Boudreault, P.、Rabu, S.、Broszeit, C.(2013)。American sign language: Receptive skills test。Winnipeg, MB：Northern Signs Research。  new window
9.Owens, R. E. Jr.(2015)。Language development: An introduction。Pearson。  new window
單篇論文
1.Herman, R.，Holmes, S.，Woll, B.(1999)。Design and standardization of an assessment of British Sign Language development for use with deaf children: Final Report，London：Department of Language and Communication Science, City University。  new window
圖書論文
1.Fischer, S. D.(1998)。Critical periods for language acquisition: Consequences for deaf education。Issues unresolved: new perspectives on language and deaf education。Washington, DC：Gallaudet University Press。  new window
2.Strong, M.、Prinz, P.(2000)。Is American sign language skill related to English literacy?。Language acquisition by eye。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
3.劉秀丹、邢敏華(2018)。聽力損失者的語言、溝通模式與相關教學系統：手語。聽覺障礙。臺北市：華騰。  延伸查詢new window
4.Baker, A.、Van Den Bogaerde, B.、Woll, B.(2009)。Methods and procedures in sign language acquisition studies。Sign language acquisition。Amsterdam：John Benjamins。  new window
5.Enns, C.、Haug, T.、Herman, R.、Hoffineister, R.、Mann, W.、McQuarrie, L.(2016)。Exploring Signed Language Assessment Tools in Europe and North America。Diversity in Deaf Education。Oxford：Oxford University Press。  new window
6.Haug, T.(2008)。Review of sign language assessment instruments。Sign Language Acquisition。Amsterdam：John Benjamins。  new window
7.Kegl, J.(2017)。Signed Language Acquisition。The Handbook of Psycholinguistics。Hoboken, NJ：Wiley Blackwell。  new window
8.Leeson, L.、Napier, J.、Skinner, R.、Lynch, T.、Venturi, L.、Sheikh, H.(2017)。Conducting research with deaf sign language users。Doing research in applied linguistics: Realities, dilemmas, and solutions。  new window
9.Lieberman, A. M.、Mayberry, R. I.(2015)。Studying sign language acquisition。Research Methods in Sign Language Studies: A Practical Guide。Chichester：Wiley Blackwell。  new window
10.Lillo-Martin, D.、Chen, P. D.(2006)。Acquisition of syntax in signed languages。Advances in the sign language development of deaf children。Oxford：Oxford University Press。  new window
11.Marschark, M.、Schick, B.、Spencer, P. E.(2006)。Understanding sign language development in deaf children。Advances in the sign language development of deaf children。Oxford：Oxford University Press。  new window
12.Paludneviciene, R.、Hauser, P. C.、Daggett, D. J.、Kurz, K. B.(2012)。Issues and trends in sign language assessment。Assessing Literacy in Deaf Individuals: Neurocognitive measurement and predictors。New York, NY：Springer。  new window
13.Schick, B.(2006)。Acquiring a visually motivated language: Evidence from diverse learners。Advances in the sign language development of deaf children。New York, NY：Oxford University Press。  new window
14.Small, A.(2004)。ASL developmental milestones and what you can do。A parent guidebook: ASL and early literacy。Mississauga, Ontario：Ontario Cultural Society of the Deaf。  new window
 
 
 
 
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