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1 - : (, ). - :., , 5, 2, , , 54 (LD 41, MR 13), 30 ( 16, 14). : (1), (2) LD 2,. (3), 3-4, 4. (4), LD, ( ) MR Sternberg & Powell (1983)

2 ,000 (Rice, Buhr & Nemeth, 1992 ). T emplin (1957) 9 Anglin (1993) 6 10,000 (Menyuk, 1997 ). Cheung, Lee & Lee (1997) 3, (1988) (1998), Peabody Picture Vocabulary T est - Revised (PPVT - R; Dunn & Dunn, 1981). Wechsler (1959) (Smith, 1997 ). Huttenlocher et al. (1991) Marccoby & Jacklin (1974) 2, (1995), Cheung, Lee & Lee (1997), Kim & Na (1999), William s & Wang (1997) (William s & Wang, 1997). Cull & Hardy (1980) PPVT.46. Mundy et al. (1995) (.83) (.61).,

3 -. (, 1998), (Dunn & Dunn, 1981; Smith, 1997; William s & Wang, 1997), (, 1998; Beck, 1996). -., Menyuk (1997) SLI., (Rice, Buhr & Nemeth, 1992) mapping, (Dollaghan, 1987; Menynk, 1997; Lahey & Edwards, 1996).,, - (Cardoso- Martins, Mervis & Mervis, 1985). (Smit & Bernthal, 1983)., (Creaghead, Newman & Secord, 1989). Johnson (1991) 4,. Peters & Guitar (1991),. -, -. Shriberg & Au stin (1998). -, ,

4 . (1995) PPVT - R (1981) 2-8, 1997, 15 Korean Version - Boston Naming T est (K- BNT ), 3 14 (, 1997;, 1998; Kim & Na, 1999) K - BNT. (children with language disorders; LD ) 2-6 1, ( MR ),, 3-6. ( ) 4 ( : MR LD, : ) , K- BNT. MR,, 3 3.,, < - 1>. (1) : (2) LD :, PLS (Preschool Language Scale;, 1994) 1 (3) MR : PLS 1 (4) :, (5) :,

5 - (6) : K- BNT < - 1>, LD MR K- BNT. K - BNT, K - BNT ,,,,,,,,,,. 5. Pearson,

6 t, Welch- Aspin, One- Way ANOVA Scheffé, Kruskal- Wallis (, 1995). SPSS LD. LD (1) ( 52, 48). K- BNT < - 2>. < - 2> K- BNT, K- BNT K- BNT 2 (25 ) (14 ) (28 ) (11 ) (22 ) (100 ) (2) LD LD ( 29, 12). LD K- BNT < - 3>.

7 - < - 3> LD K- BNT, K- BNT K- BNT 2 (3 ) (13 ) (9 ) (7 ) (9 ) (41 ) LD Pearson LD LD (1) K- BNT.05 F = 67.97, 2 =.000. K- BNT.05 F = 72.15, K - BNT. 2 =.000 < - 4>. K - BNT

8 < - 4> K- BNT * 6.42** * 15.55** 17.27* 9.13** * 20.10** 33.57* 13.68** 16.31* * 25.96** 53.49* 19.54** 36.23* 10.41** 19.92* 5.86 *, p <.05 ** K- BNT, p <.05 (2) LD LD.05 F = 6.55, 2 =.000, K- BNT.05 F = 6.35, 2 =.000 K - BNT. < - 5>. LD K- BNT. < - 5> LD K- BNT * 8.84** 16.31* * 17.24** 27.82* 10.59** 36.23* 10.41** 19.92* 5.86 *, p <.05 ** K- BNT, p <.05

9 -., LD LD (p <.01). 2 LD 3-6 LD (p <.01). < - 6> < - 7> LD, < - 1> < - 2>. < - 6>, LD LD : LD : < - 7>, LD K- BNT LD : LD : K- BNT LD K - BNT

10 < - 1>, LD, < - 2>, LD, K- BNT MR,, < - 8>, MR 13 ( 11, 2) ( 8, 8).85. K- BNT 3 SD 3 1 (outlier ) 13 ( ).89.

11 - K- BNT. 4. < - 8>, LD, MR, K- BNT LD MR 0.90* 0.78* 0.56* 0.85* 0.89* *p <.01.,,, LD MR, < - 9> < - 3> < - 4> < - 9>,, K- BNT ( ) K- BNT 3 (28/ 15/ 6) (13.59) (9.63) (6.31) (5.04) 6.06 (4.74) (3.93) 4 (22/ 11/ 12) (13.85) (15.06) (8.88) (4.85) (8.12) (6.29) 5 (14/ 16/ 9) (17.88) (17.15) (17.96) (5.57) (8.21) (5.47) 6 (11/ 9/ 2) (11.95) (19.69) (17.68) (7.02) (7.60) (1.41)

12 < - 3>,, < - 4>,, K- BNT. 3-6, (p =.010) 5 (p =.059). (p = ) (p = ).

13 -. (1) Kruskal- Wallis, 3 4, 3 5, 3 6. K - BNT.05 F = 7.20, 2 = , 3 6. < - 10>. < - 10> K- BNT * * ** *, p <.05 ** K- BNT, p < * ** (2) Kruskal- Wallis, 3 5, 3 6, 4 5, 4 6. K- BNT.05 F = 5.56, 2 = , 4 6. < - 11>.

14 < - 11> K- BNT *, p <.05 ** K- BNT, p < * * ** 3.829* * ** K - BNT 2-6, , 54 (LD 41, MR 13 ), 30 ( 16, 14 ), K - BNT. 1, (, 1995; Cheung, Lee & Lee, 1997; Dunn & Dunn, 1981; Huttenlocher et al., 1991; Kim & Na, 1999; Marccoby & Jacklin, 1974; Shriberg & Austin, 1998; William s & Wang, 1997) , 6 (

15 -, 1994). 2-6 Cheung, Lee & Lee (1997), ,, PPVT - R 1997 PPVT - III., (PPVT - R) (PPVT - III) (PPVT - R) (PPVT - III).. 5 (Cheung, Lee & Lee, 1997). 5 K- BNT, K- BNT , 5-6., , K- BNT , K- BNT, 5. K- BNT. LD K- BNT LD MR.,

16 ., 3-4, K- BNT 4., Halperin et al. PPVT - R BNT,.59, 1985 Expressive One- Word Picture Vocabulary T est T euber & Furlong PPVT - R.72 (William s & Wang, 1997 )., K- BNT (.82)., LD.78, MR.56,.85,.89 MR. MR, Cull & Hardy (1980) PPVT.46 Mundy et al. (1995) Cull & Hardy (1980).,. Mundy et al. (1995),.

17 , 3 5, 3 6 K- BNT 3 5, 3 6. (Dollaghan, 1987), 5-6. Eisele & Aram (1993) PPVT, PPVT (Menyuk, 1997). LD K- BNT LD , 2. 2 K- BNT 8.40, LD , LD K - BNT 2.. (Smit & Ber - nthal, 1983), (Creaghead, Newman & Secord,

18 1989) K- BNT 3 6, , Shriberg & Austin (1998) 6-20 % % 2-3. PPVT,, (William s & Wang, 1997),. -, -.. -

19 -.

20 (1995).. :. ( ) (1994). Preschool Language Scale. -. :. (1997).. :. (1998).. 1 workshop. :. (1995).. :. (1994).. :. (1988)... (1998)... :. Beck, A. R. (1996). Language assessment methods for three age groups of children. J ournal of Children s Comm unication D evelopm ent, 17(2), Cardoso- Martins, C., Mervis, C. B. & Mervis, C. A. (1985). Early vocabulary acquisition by children with Down syndrome. A m erican J ournal of M ental D ef iciency, 90(2), Cheung, P., Lee, K. & Lee, L. (1997). The development of the Cantonese Receptive Vocabulary T est for children aged 2-6 in Hong Kong. E urop ean Journal of Comm unication D isorders, 32, Creaghead, N. A., Newman, P. W. & Secord, W. A. (1989). A ssessment and R em ediation of A rticulatory and Phonolog ical D isorders (2nd ed.). New York: Macmillan Publishing Co. Cull, J. G. & Hardy, R. E. (1980). Comparison of expressive and receptive measures of intelligence. J ournal of Psy chology, 105, Dollaghan, C. A. (1987). Fast mapping in normal and language- impaired children. Journal of Sp eech and H earing D isorders, 52, Dunn, L. & Dunn, L. (1981). P eabody P icture Vocabulary T est- R evised M anual. Circle Pines, MN: American Guidance Services. Huttenlocher, J., Haight, H., Bryk, A., Seltzer, M. & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. D evelopm ental Psychology, 27, Johnson, P. J. (1991). Word- finding ability in preschool stuttering and nonstuttering children. Paper presented at the annual convention of the American Speech- Language- Hearing Association, Kim, H. & Na, D. L. (1999). Normative data on the Korean version of the Boston Naming T est. J ournal of Clinical and Exp erim ental N europ sychology, 21(1), Lahey, M. & Edwards, J. (1996). Why do children with specific language impairment name pictures more slowly than their peers? Journal of Sp eech and H earing R esearch, 39(5), Marccoby, E. & Jacklin, C. N. (1974). The Psychology of S ex D iff erences. Stanford: Stanford University Press.

21 - Menyuk, P. (1997). Naming disorders in children. In H. Goodglass & A. Wingfield (Eds.), A nom ia: N euroanatom ical and Cognitive Correlates (pp ). San Diego, CA: Academic Press. Mundy, P., Kasari, C., Sigman, M. & Ruskin, E. (1995). Nonverbal communication and early language acquisition in children with Down syndrome and normally developing children. Journal of Sp eech and H earing R esearch, 38, Peters, T. J. & Guitar, B. (1991). S tuttering: A n Integrated App roach to I ts N ature and Treatm ent. Baltimore: Williams & Wilkins. Rice, M., Buhr, J. & Nemeth, M. (1992). Fast mapping word- learning abilities of language delayed preschoolers. Journal of Sp eech and H earing D isorders, 35, Shriberg, L. D. & Austin, D. (1998). Comorbidity of speech- language disorder : Implications for a phenotype marker for speech delay. In R. Paul (Ed.), Exp loring the Sp eech-lang uag e Connection. Baltimore: Paul H. Brookes. Smit, A. B. & Bernthal, J. E. (1983). Performance of articulation- disordered children on language and perception measures. J ournal of Sp eech and H earing D isorders, 26(1), Smith, A. (1997). Development and course of receptive and expressive vocabulary from infancy to old age: Administrations of the Peabody Picture Vocabulary T est, third edition, and the Expressive Vocabulary T est to the same standardization population of 2725 subjects. International Journal of N eurosciences, 92(1-2), Sternberg, R. J. & Powell, J. S. (1983). Comprehending verbal comprehension. A m erican Psy cholog ist, 38, Williams, K. T. & Wang, J. J. (1997). T echnical R ef erences to the P eabody P icture Vocabulary T est- third edition (PP VT- III). Circle Pines, MN: American Guidance Services.

22 AB ST RA CT P er form an ce in the Receptive an d Ex pr es sive Vocabulary T est s of Childr en w ith Speech - Language Disor der s and Norm ally Developing Childr en S on - A Chang * (Dongsan Hearing and Speech Center) Hy an g hee Kim (Dept. of Neurology, Samsung Medical Center, Sungkyunkwan University College of Medicine) T his study attempted to examine and compare receptive and expressive vocabulary abilities of children with speech and/ or language disorder s to normally developing children using the Korean Version of Peabody Picture Vocabulary T est - Revised (PPVT - R) and the Korean Version of Boston Naming T est (K- BNT ). T he ages of the subject group of this study ranged from two to six year s. T hey w ere divided into 3 groups which included the normal group (100 cases), the language disorder group (54 cases ), and the speech disorder group (30 cases). T he speech and language disorder groups contained 2 subgroups, respectively : LD and MR for the language group, and articulation and stuttering for the speech group. T he collected data were analyzed by a quantitative statistical method using SPSS 8.0. T he results revealed the following : (1) receptive and expres sive vocabulary increased very rapidly in normally developing children in all ages while expressive vocabulary spurt was observed at two- to- three- as w ell as three- tofour - year - olds; (2) LD children s receptive and expressive vocabulary scores did not show any meaningful differences between adjacent age groups, which means slow growth. Compared to the normal and the speech groups their scores were about half except for expressive vocabulary ; (3)the speech disorder group show ed a few differences in receptive vocabulary compared to the normal group. No statistical difference between three and four - year - olds was observed, whereas expressive vocabulary lag w as noted among the four - years - old children and above; and, (4) the correlation between receptive and expressive vocabulary was high ( ) for the normal, LD, articulation, and stut - tering children. But, it was but relatively low among MR children. T his study may contribute in explaining the vocabulary development of normal and speech- language impaired children. It was also found that single- word vocabulary test s could be used as effective screening test s for speech - language disorder s. Furthermore, error analysis of vocabulary test result s is expected for efficient therapy and intervention. * e- mail:

歯제7권1호(최종편집).PDF

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歯장선아5-2.PDF