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

Taiwanese Sign Language Receptive Skill Test for Children as An Evaluation for Elementary Level Students at Deaf Schools

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.