| 한국표준 학령기용 및 학령전기용 단음절어표 개발 |
| 김진숙1, 임덕환1, 홍빛나2, 신현욱2, 이기도2, 홍빛나3, 이정학4 |
1한림대학교 자연과학대학 언어청각학부 청각학전공
2한림대학교 대학원 청각학전공
3남부대학교 언어치료청각학과
4한림국제대학원대학교 청각학과 |
| Development of Korean Standard Monosyllabic Word Lists for School Aged
Children(KS-MWL-S) and Preschoolers(KS-MWL-P) |
| Jin-Sook Kim1, Dukhwan Lim1, Ha-Na Hong2, Hyun-Wook Shin2, Ki-Do Lee2, Bin-Na Hong3, Jung-Hak Lee4 |
1Department of Speech Pathology & Audiology, College of Natural Sciences, Hallym University, Chuncheon, Korea
2Graduate Program in Audiology, Hallym University, Chuncheon, Korea
3Department of Speech pathology & Audiology, Nambu University, Gwangju, Korea
4Department of Audiology, Hallym Institute of Advanced International Studies, Seoul, Korea |
| Correspondence |
Jung-Hak Lee ,Tel: (02) 2051-4950, Fax: (02) 3453-6618, Email: leejh@hallym.ac.kr
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Received: September 5, 2008; Accepted: October 21, 2008. Published online: December 31, 2008. |
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| ABSTRACT |
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Word recognition test (WRT) for the children can be useful for diagnosing the degree of communication disability, prescribing hearing
instruments, planning aural rehabilitation and speech therapy, and determination of site of lesions. It is important to use appropriate
testing materials for the different langage developmental levels according to the age. As the Korean monosyllabic word lists
for the children were not standardized properly, the purpose of this study was to develop the Korean standard monosyllabic word
lists for school aged children and preschoolers (KS-MWL-S & KS-MWL-P). Considering the criteria given by the literatures such
as phonetic balance and equal range of phonetic composition of speech, words in common usage, and words’ familiarity, etc, first
1,739 & 1,351 monosyllabic words were selected for candidates of KS-MWL-S & P. Those were extracted from the conventional
lists, the first and second graded familiar words, the words that were included in the dictionary, children’s books, published articles,
and children’s TV program. In order to reflect the actual frequencies of syllable in general colloquialism, initial and final consonants’
and vowels’ frequencies in everyday dialogue were investigated and controlled. The KS-MWL-S & P were developed with selected
final 100 monosyllabic words, respectively, followed by examinations of psychometric functions and homogeneity of the stimulus
and corrections referred by the experts. The psychometric function tests were performed with the identical method with the KSMWL-
A development. The subjects were 30 children (mean age：9.23) for the school aged children’s list and 8 children (mean age：
5.75) for the preschoolers’ list. The mean slopes were 6.49 and 3.07 and the words that were within 1.00 standard deviations of the
slope and the level were only included. Picture recognition tests were also performed to 3-4 years old 91 children for verification of
the pictures that are drawn by the professional illustrators followed by the corrections. The KS-MWL-S & P 100 words were composed
of conventional word lists by Hahm (1962) with 67% (67 words) for the school aged children’s list and 68% (68 words) for
the preschoolers’ list, the first and second graded familiarity words with 98% (98 words) for both lists. Also, consonant-vowelconsonant
formation was mostly composed with 60% (60 words) for the school aged children’s list and 71% (71 words) for the
preschoolers’ list and noun class was 97% (67 words) for the school aged children’s list and 99% (99 words) for the preschoolers’
list, 52% (104 words) and 97.5% (196 words). Four lists were balanced based on equal average difficulty and equal phonetic composition
and homogeneity statistically for both word lists. In the KS-MWL-S, the first 10 words on each list were controlled with
easy words considering application to the 6-8 years old and the full lists were composed with general school aged children word
such as the 9-12 years old. In the KS-MWL-P, the first 10 words on each list were also controlled with easy words considering application
to the 3-4 years old and the 20 words on each list were composed with general preschoolers’ application. The last 5 words
on each list were added with a little harder words for the usage of multi-handicapped and delayed developed children and adults over
5 years old. However, there were some limitations in developing the KS-MWL-S & P for that graded familiarity was not systematical,
that psychometric functions should have been analyzed for all the drafted lists, that the frequency of phonemes should have
been based on the age-dependent information, and that the word frequency and lexical effects were not considered based on the
neighborhood activation model. Moreover, the verification of this study should be further performed including many hearing impaired
children. And analysis of the frequency of the words of these lists and new computerized technology can assist for the utilization to the clinical and rehabilitative training tool of the KS-MWL-S & P. |
| Key Words:
Word recognition test (WRT)·Korean standard monosyllabic word lists for school aged children (KS-MWL-S)·
Korean standard monosyllabic word lists for preschoolers (KS-MWL-P)·Phonetic balance·Familiarity·
Psychometric function curves·Homogeneity of the stimulus·Rehabilitative training tool. |
| 중심단어:
WRT· 한국표준 학령기용 단음절표· 한국표준
학령전기용 단음절표· 음소균형· 친숙도· 심리음향기능곡선· 동결성· 재활훈련도구. |
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