교사보고형 아동 언어능력 평가척도(TROLL) 개발을 위한 예비연구 = Developing Korean Version of Teacher Rating of Oral Language and Literacy (TROLL): A Preliminary Study

국문 초록 (Abstract)

배경 및 목적: 학령전기 아동의 언어발달 개인차가 또래 대비 지연 또는 지체 수준으로 의심되는 경우, 조기에 전문가 개입을 통한 중재가 필요하다. 이에 다수의 또래 집단을 교육하면서 아동들을 관찰할 수 있는 교사가 언어지연이 의심되는 아동의 언어능력을 간단한 평가척도로 선별할 수 있다면, 조기언어중재에 대한 접근성을 더욱 높일 수 있을 것으로 기대된다. 따라서 본 연구에서는 교사보고형 아동 언어능력 평가척도의 타당성을 검토해 보고자 한다. 방법: 본 연구는 Dickinson 등(2003)의 교사보고형 아동 언어능력 평가척도를 한국어로 번안하여 사용하였다. 인천 및 경기도 소재 6개 기관 만 4-6세 74명의 아동 및 교사 6인이 연구에 참여하였다. 자료분석을 위해 구인타당도, 문항양호도, 내적합치도를 검증하였으며, 구인타당도 검증을 위해 1급 언어재활사가 어휘 및 언어 공식검사를 실시하여 교사보고형 아동 언어능력 평가척도와의 상관을 검토하였다. 결과: 문항양호도 검증 결과, 하위구인 간(읽기, 쓰기) 상관계수가 .849로 나타나 두 하위구인을 하나의 구인(초기문해)으로 취합하였다. 타 분석은 모두 적합한 결과를 도출하였으나 준거 타당도 결과 언어사용 하위척도와 공식검사 간 상관은 유의하지 않았다. 논의 및 결론: 교사보고형 아동 언어능력 평가척도는 국내의 학령전기 아동의 언어 능력을 측정하기에 양호한 검사로 확인되었다. 다만, 변별력이 높지 않은 문항은 내용 수정이 필요하며, 이에 대한 제안을 논의하였다.

다국어 초록 (Multilingual Abstract)

Objectives: When a preschool child is suspected or having a delay in language development, an early intervention via an expert is needed. If teachers, who are capable of observing a large number of children in the course of education for a large-scale peer group, could screen children with suspected language delays, it will increase access to further early language interventions. Thus, this study set out to validate a teacher-reported preliminary inventory for children’s language abilities. Methods: The inventory used in this study was based on Dickinson, McCabe, & Sparague (2003) and was revised and supplemented items to measure three subcomponents (language use, reading, and writing) of children’s language abilities. The study included 74 4- to 6-year-olds and six teachers. Item quality, interitem consistency, and construct validity were analyzed. For validity testing related to criteria, two speech-language pathologists conducted standardized tests on vocabulary and language and reviewed their correlations with the inventory. Results: The test results of item quality show that the correlation coefficient between sub-constructs (reading and writing) was .849, which led to the combination of the two sub-constructs into one (early literacy). Other analyses generated all proper results, but the criteria validity results show no significant correlations between the sub-constructs of language use and official tests. Conclusion: The teacher-reported inventory for children’s language abilities was found to be a good test to measure preschool children’s language abilities in Korea. Recognizing a need to revise the content of items of lower discrimination, the study made proposals for their revision.

목차 (Table of Contents)

• 연구방법 연구결과 논의 및 결론

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