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1 (PRES) : *1 ( ). (P RES ) :., , 5, 1, (PRES). PRES 511., Cronbach , Bernstein & T iegerman (1989)- (etiological- categorical), - (descriptive- developmental). (, ), (, ), (, ).,,. * ( ) BK21.
2 ..,,.. Owens (1998) < - 1>. Snyder (1978) Receptive- Expressiv e Em ergent Language S cale (REEL), S equenced Inv entory of Communicative Development (SICD), Initial Communication Process Scale (ICP ). REEL (Bzoch & League, 1971) 3, SICD (Hedrick, Prather & T obin, 1975) 4. ICP (Schery & Glover, 1982)., (,, REEL, )., (, WPPSI, IT PA, )... : Utah T est of Language Development - 3 (UT LD, 1989) (, 1994)., 100
3 (PRES ) :... : T est Of Language Development - 2 (T OLD- 2, 1988) (, 1994). ( ), 36.,.. : Bang s Receptive Checklist (Bangs, 1990) (, 1992). ( ), 40. ( ).. : Peabody Picture Vocabulary T est - Revised (PPVT - R, 1981) Dunn & Dunn,,, 2 8.,,, ,,,,, (PRES ). PRES REEL, 3 6, REEL, 2 6. PRES.
4 < - 1> A C L C Bankson Berko C E LI I TPA Miller- Yoder N SS T O L SI D I O LS I S T P L S T S I C D T A CL Sampling tools () ( ) () ( ) (m odals ) be 3() 3( ) / : / / / Do : Owens et al. (1983). Lang uag e, Sp eech, and H earing S ervices in S chools, 14, D SS D ST
5 (PRES ) :. 1. PRES. (Zimmerman & Steiner, 1979; Wechsler, 1967). PRES (1), (2), (3), (4)., (, Bloom, 1970; Nelson, 1974). PRES < - 2>. < - 2> PRES : - : : : /, / : : : ( ) : : :
6 .,. PRES , , 8. 3,. 1. <- 1>. PRES 3 3, , 4. PRES. (mastered) (customary ), (emergent ), (9, 12 ) 1. (1), (2) (, 1995).,,. 4 11, 3 7.
7 (PRES ) : , 73 ( 29, 44 ). 2, 4 23, (186, 194 ), 4, (1), (2), (3) (, 1995). < - 3>
8 < - 3> () ( ) PRES 45, , 2 33, 4 66.,,. 25, 15, 6. 16, 22, 8. 2 (,, ), ( 27, 6 ),,,., 2. 1,
9 (PRES ) : ,,. ( ), (acquired)., (emerging ).,. PRES, (, 20 )... < - 4>.. < - 4> ( ) ( ) ( ) ( ) ( ) ( ) ( )
10 5.. (1) :... (2) (chronological age: CA) :. (3) :. (). (4) (baseline) :.. PRES. (5) (ceiling) :. PRES., -. (6) (Receptive Language Age: RLA) :. (Expressive Language Age: ELA ). (7) :. (, 34 ) (, <34-36> ) (, < 28-30> )(, 10 ).,,.
11 (PRES ) : (8) : (double baseline),,,..,,,,,. (double ceiling ) (1).... (Receptive Language Age: RLA ): RLA (, 28-30) (, 29).. (Expressive Language Age: ELA ): ELA.. (Combined Language Age: CLA ): CLA RLA ELA,. (2)
12 , < - 5>. < - 5> () 1 (19-21) 2 (22-24) 3 (25-27) 4 (28-30) 5 (31-33) 6 (34-36) 7 (37-39) 8 (40-42) 9 (43-45) 10 (46-48) () () () (49-54) (55-60) (61-66) (67-72) (73-78) SPSS.
13 (PRES ) :, ANOVA (< - 6>, < - 7> ).. < - 6> () (1% ( ) (1% ) ) ( ) ( ) 1 (1) : (,,, ) 2 (2) : (,, ) 3 (3) > O O O O : (,,, ) 4 (4) O O O O : (,,, ) 5 (5) O O O O : 6 (6) O O O O : - 8 (7) O O O O : 9 (8) O O O O : 10 (9) O O O O : -/ - 7 (10) O O O O : 11 (11) (,,,, ) O O O O / 18 (12) O O O O : 15 (13) O O O O ( )
14 : / / 12 (14) O O O O O O O : / / 14 (15) O O O O : (,,, ) 13 (16) O O O O O O : 17 (17) O O O O O O (- ) 16 (18) O O O O 21 (19) O O O O O O O / 20 (20) O O O O O O O <+> - 19 (21) O O O O O O O : (, 23 (22) O O O O O O O, ) : 24 (23) O O O O O O O / : 22 (24) O O O O O O O < ++> : 26 (25) ( ) O O O O O O O : 25 (26) O O O O O O O : 3 27 (27) O O O O O O O : 29 (28) O O O O O O O : 31 (29) O O O O O O O O ( ) : 3 32 (30) O O O O O O O O O : 28 (31) O O O O O O O : 2 30 (32) O O O O O O O O / : 36 (33) O O O O O O O O O : 39 (34) O O O O O O O O O : 3 35 (35) > O O O O O O O O O : 34 (36) O O O O O O O O O : 33 (37) O O O O O O O O : 41 (38) O O O O O O O O O :, 37 (39) O O O O O O O O : 38 (40) O O O O O O O O : 40 (41) O O O O O O O O 42 (42) O O O O O O O O O : 44 (43) > O O O O O O / : / 43 (44) > O O O O O O O O : 45 (45) O O O O O O O O
15 (PRES ) : < - 7> () ( ) (1% ) (1% ) (1) O O <+> 6 (2) O O O O 1 (3) O O O O 5 (3) > O O O O 10 (3) O O O O / 3 (6) O O O O (6) O O O O - 12 (8) O O O O :?, ( )? 9 (9) > O O O O 8 (10) O O O O / / (/,, / ) 4 (11) > O O O O, 13 (12) O O O O, 11 (13) O O O O? 14 (14) O O O O -, - 17 (15) O O O O 16 (16) O O O O 2 15 (17) O O O O - 18 (18) O O O O O O O 19 (18) O O O O O O O / 21 (20) O O O O O O O - 20 (21) O O O O O O O 27 (22) O O O O O O O - 23 (23) O O O O O O O (,,,, ) 25 (24) O O O O O O O 24 (25) O O O O O O O / 22 (26) O O O O O O O O /, / 31 (27) O O O O O O O 3 26 (28) O O O O O O O : 28 (29) O O O O O O O O O 33 (30) O O O O O O O O O 29 (31) O O O O O O O O 30 (32) O O O O O O O O ( )
16 (33) O O O O O O O O (, 35 (34) O O O O O O O O O ) 5 36 (35) O O O O O O O O O 34 (36) O O O O O O O O (37) O O O O O O O 4(, ) 38 (38) O O O O O O O O / 41 (39) O O O O O O O O O (,, ) 37 (40) O O O O O O O O, 42 (41) > O O O O O O O O O 40 (42) > O O O O O O O O 43 (43) > O O O O O O O 44 (44) O O O O O 45 (45) O O O O O. ANOVA. ().. (1) ANOVA < - 8>. < - 8>. < - 6> < - 7>. < - 6>2(3-18 ) 2., 2-3, 2-4, 2-5, (19-27 ) (33-42 ) 3
17 (PRES ) :, 7 (43 ) 4.. < - 7> 2 (3-17 ) 2, 3(18-25 ) (34-42 ) 23, (39 ) 4, 5, 6. < - 8> (SD) * ** * ** (6.96) (8.94) (9.73) (8.87) (5.73) (6.68) (8.24) (7.36) (7.01) (5.23) (5.52) (9.04) (10.16) (8.19) (5.21) (5.66) (7.90) (8.04) (6.67) (5.32) F * * * * * * * * * * * * *, :, **, :, *** p <.001 (2) < - 9>. 1 % 13 (< - 3>, < - 4> ). 12 (,, ), 16 ( - ), 20 (/ ), 43 ( / )., 3 (,, ), 35 ( ), 44 ( ), 4 (/ / ), 5 (, ), 9 ( ), 40 ( ), 42 ( ), 43 ().
18 < - 9> (14.82) (13.42) (14.32) (12.97) (14.89) (13.63) (14.61) (13.32) t Cronbach (internal con sistency )..95. < - 10> (4 ) (4 ). < - 10> (Cronbach ) , 2. < - 11>.78,.92,
19 (PRES ) : < - 11> PRES PRES.,,., Spearman - Brown, 40.67, (, 1995). PRES 2-3 3, , 90.,,,,,..., 2 2, , 5, 6 7, , 4
20 2-3.,,.,.95 Cronbach.. 7, (r =.78) (r =.92). PRES.. (1994).. :. (1995).., 1, (1996).. -, 1, (1998). 2-3 :,,., 3, (1995).. :. (1994)... :. (1997). :,,,,. -, 2, (1987). : 3, 4, 5.. :. (1999) :. (1995).. :. (1998) :. (1987)... :. (1994).. :.
21 (PRES ) : (1996). : 5, 6, 7.. :. (1992).. :. (1994).. :. (1988)... :. (1981). :. :. Bangs, T. E. (1990). The Bangs R ecep tive Vocabulary Checklist. Tucson: Communication Skill Builders. Bates, E., Bretherton, I. & Snyder, L. (1988). F rom F irst Words to Grammar: Individual D iff erences and D issociable M echanisms. Cambridge: Cambridge University Press. Bernstein, D. K. & T iegerman, E. (Eds.) (1989). Lang uag e and Com m unication D isorders in Children (2nd ed.). Columbus, OH: Merrill. Bloom, L. (1970). Lang uag e D evelopm ent: F orm and F unction of Em erg ing Grammars. Cambridge, MA: MIT Press. Braine, M. (1976). Children s first word combination. M onographs of the Society for R esearch in Child D evelop m ent, 41, Serial No Brown, R. (1973). A F irst Lang uag e: The Early S tag es. Cambridge, MA: Harvard University Press. Bzoch, K. R. & League, R. (1971). R ecep tive- Exp ressive Em erg ent Lang uag e Scale. Austin, TX: Pro- Ed. Carrow, E. (1974). Carrow E licited Lang uag e Inventory. Austin, T X: Learning Concepts. Choi, S. (1986). A cross linguistic developmental study of negation in English, French, and Korean. Unpublished doctoral dissertation, SUNY at Buffalo. Dale, P. S. (1972). Lang uag e D evelopm ent: S tructure and F unction. New York: Holt, Rinehart & Winston. De Villiers, J. G. (1995). Questioning minds and answering machines. In D. MacLaughlin & S. McEwen (Eds.), P roceedings of the 19th A nnual B oston University Conf erence on Lang uag e D evelop m ent (pp ). Somerville, MA: Cascadilla Press. German, D. J. (1986). Test of Word F inding. Allen, TX: DLM T eaching Resources. Ginsberg, E. H. (1997). Lang uag e D evelopm ent. Pacific Grove, CA : Brooks/ Cole Publishing. Hedrick, D. L., Prather, E. M. & T obin, A. R. (1975). S equenced Inventory of Com m unication D evelopm ent. Seattle: University of Washington Press. Markman, E. M. (1994). Constraints on word meaning in early language acquisition. In L. Gleitman & B. Landau (Eds.), The A cquisition of the L exicon (pp ). Cambridge, MA: MIT Press. Nelson, K. (1974). Word and sentence: Interrelations in acquisition and development. Psy cholog ical R eview, 81, Owens, R. (1996). Lang uag e D evelopm ent: A n Introduction (4th ed.). Boston: Allyn & Bacon. Ow ens, R. (1998). Lang uag e D isorder: A F unctional A pp roach to A ss essm ent and Intervention.
22 Boston : Allyn & Bacon. Ow ens, R., Haney, M., Giesow, V., Dooley, L. & Kelly, R. (1983). Language test content : A comparative study. Lang uag e, Sp eech, and H earing S ervices in Schools, 14, Schery, T. & Glover, A. (1982). The Initial Comm unication P rocess es S cale. Monterey, CA : Publishers T est Service. Snyder, L. S. (1978). Communicative and cognitive abilities and disabilities in the sensorimotor period. M errill- Palm er Quarterly, 24, Thal, D. & Bates, E. (1988). Relationships between language and cognition: Evidence from linguistically precocious children. M iniseminar P resented at the A nnual Convention of the A m erican Sp eech-lang uag e-h earing A ssociation, Boston, MA. Wechsler, D. (1967). M anual for W echsler P reschool and P rimary S cale of Intellig ence. San Antonio: Psychological Corporation. Zimmerman, I. L. & Steiner, V. G. (1979). P reschool Lang uag e Scale M anual. Columbus, OH : Bell & Howell Company.
23 (PRES ) : <- 1> < 19-21> <22-24> Choi(1986), (1987) Bates (1988) REEL, REEL, PPVT REEL, SPELT - P T hal & Bates (1988) (1998) (1981) Ow ens (1996) Dale (1972) (1996) (1997) (1981) (1998) (1981) IT L REEL REEL LDS IT L <25-27> Dale (1972) Choi(1986), (1987) Bangs REEL, Bangs, (1998) (1981) (1987) (1994) Dale (1972) IT L REEL <28-30> (1998) (1987) REEL, PPVT, REEL Ginsberg (1997) Ginsberg (1997) (1999) IT L, CELI IT L <31-33> PPVT,, IT L, Bangs Ginsberg (1997) REEL <34-36> (1999), (1981) T OLD REEL Ow ens (1996) Brown (1973) (1999) REEL <37-39> Braine (1976) SPELT - P SPELT - P, Bangs (1999)
24 <- 1> <40-42> Markman (1994) Bangs (1988) (1999), Bangs, T OLD, T WF <43-45> (1997) T OLD, SPELT - P Ow ens (1998) IT L Bangs <46-48> Ow ens (1996) Brown (1973), Bangs, SPELT - P (1981) T OLD T OLD T OLD <49-54> (1995) (1988) T OLD, Bangs (1996) <55-60> Ow ens (1998) (1994) T OLD- P, CELI, <61-66> Bangs (1994) T OPS <62-72> Ginsberg (1997) Ginsberg (1997) de Villiers (1995a) (1996) T OLD <73-78> Ginsberg (1997) PPVT (1981) T OLD T OLD
25 (PRES ) : AB ST RA CT Cont ent and Reliability Analy ses of the Pr eschool Receptive - Expr es siv e Lan guage Scale (PRE S ) Y oun g - T ae K im *2 (Department of Special Education & Interdisciplinary Program of Communication Disorders, Ewha Womans University) T his study was designed to analyze the content and reliability of the PRES (Preschool Receptive- Expres sive Language Scale). T he PRES has been developed to assess 2- to 6- year - old children s receptive and expressive language ability. Items of the PRES were based on language development and disorder literature and 3 pilot studies, using 511 normal children. In addition, 621 (292 males, 329 females ) normal children served as participant s of this study. Using the baseline and ceiling sy stem, the PRES provides receptive language age (RLA ), expressive language age (ELA ), and combined language age (CLA ). F or content analyses, (1) Analyzes of the percentage of correct respon ses for each item and for each age level; (2) ANOVA by ages (2- to 6- years); and (3) t- test by sex were conducted. Rresult s of ANOVA by ages show ed (1) that the items for the 2- year - olds were significant to differentiate betw een the age of 2 years and other ages, (2) that the item s for the 3- year - olds were significant to differentiate between the age of 2 years and other ages and between the age of 3 years and other ages, and (3) that the item s for the age of 4 year - olds were significant among 4-, 5-, and 6- years of age. Results of the t- test by sex showed that only 13 out of 90 items were significantly different between the girls and boy s. F or reliability analy ses, internal reliability and retest reliability w ere calculat ed. Cronbach in receptiv e and expressiv e lan gu age test s w ere.95. Correlation s between the fir st and the second test s were.78 in the receptive language test and.92 in the expressive language test. * E- mail: youngtae@mm.ewha.ac.kr
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The e-business Studies Volume 17, Number 6, December, 30, 2016:275~289 Received: 2016/12/02, Accepted: 2016/12/22 Revised: 2016/12/20, Published: 2016/12/30 [ABSTRACT] SNS is used in various fields. Although
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