國小學童書寫語言測驗之編製

The Development of the Test of Written Language

林寶貴(Bao-Guey Lin) ； 錡寶香(Pao-Hsiang Chi)

《特殊教育與復健學報》 8期 (2000/06) Pp. 53-74

摘要

本研究旨在發展國小三至六年級學童適用之書寫語言表達測驗，以做為初步篩選在書寫語言表達上有困難的學童之用，或是做為探討身心障礙學生書寫語言能力之用。本測驗包括五個分測驗：（1）聽寫測驗、（2）句子結合測驗、（3）筆畫加減測驗、（4）國字填寫測驗、（5）造句。本測驗的常模樣本取自台灣北中南東四區31所學校620位學童。在測驗的信度方面，各分測驗間隔兩週的重測信度係數在.79至.94之間，α係數介於.76至.97之間。而在效度方面，各分測驗之間均有正相關，介於.79至.98之間；而與「中文閱讀理解測驗」之相關則介於.75乃至.91之間。不同年級學童在各項分測驗與全測驗的表現亦有顯著差異。普通班與資源班學生在各項分測驗與全測驗的得分差異幅度極大。

並列摘要

The Test of Written Language was designed to measure writing ability in children from grade 3 through 6. The test consists of 5 subtests: (1) listening-writing, (2) sentence combination, (3) awareness of Chinese character strokes, (4) cloze, and (5) sentence construction. A national norm was established based on 620 students from grade 3 through 6. The internal consistency reliability indicated by Chronbach α ranged from .76 to .97. The test-retest reliability coefficients were .79 to .94. In addition, children's scores on the Test of Reading Comprehension were correlated with their scores on the Test of Written Language. Further, children's scores on all subtests increased with age.