Canadian Journal of Speech-Language Pathology and Audiology

Adaptation française de la section III du Test for Auditory Comprehension of Languages-Revised et développement de normes régionales

 
Author(s) Nicole Alma, CCO
Sylvie Gautheron-Stone, CCO
Lynne Latulippe, MHSc
Linda Siegel, PhD
Volume 21
Number 3
Year 1997
Page(s) 212-222
Language French
Category
Keywords langage
réceptif
compréhension
syntaxique
TACL-R
Abstract Le but de cette étude était le développement d'un instrument d'évaluation français de la compréhension syntaxique d'élèves du jardin à la sixième année (5 ans à 11 ans) fréquentant des écoles de langue française dans le centre-sud de l'Ontario et vivant en milieu linguistique minoritaire. Pour y parvenir, la section III du test anglais Test for Audiotory Comprehension of Language - Revised (Carrow-Woolfolk, 1985) a été traduite et adaptée en français puis a été soumise individuellement à 977 élèves après obtention de reseignements portant sur leur vécu linguistique et leur rendement académique. Il existe une différence significative entre la moyenne des scores des élèves plus exposés au français et celle des élèves moins exposés au français jusqu'en troisième année (huit ans) où commence un effet plafond. Les analyses montrent que ce test est fidèle et valide. Les normes régionales développées se sont avérées différentes des normes du test original.



The aim of this study was to develop a French-language assessment tool for syntactic comprehension in children from kindergarten to grade six (from 5 to 11 years) attending French-language schools in south-central Ontario and residing in a minority-language environment. To this end, Section III of the English-language Test for Auditory Comprehension of Language - Revised (Carrow-Woolfolk, 1985) was translated and adapted into French. It was then administered individually to 977 students after obtaining information on their linguistic experience and their performance at school. There was a significant difference between the average score of students more exposed to French versus those of students less exposed until the third grade (8 years), where a "ceiling effect" begins. Analyses have shown this test to be consistent and valid. The regional standards that were developed were different from those of the original test.
Record ID 142
Link http://cjslpa.ca/files/1997_JSLPA_Vol_21/No_03_145-228/Alma_Gautheron-Stone_Latulippe_JSLPA_1997.pdf
 
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