Assessment Inventory Children’s Expressive Vocabulary Making And Its Application In Hearing-impaired Children

One of the criteria to measure whether someone acquire a word is that he can name it. After hearingcompensation and reconstruction, it is important for those hearing-impaired children to have ability to understand and express.Because of the complexity of assessment of naming vocabulary,the majority of research stresson children’s vocabulary understanding ability home and abroad.When refer to expressive word,scholars tend to explore the speech articulation.this study organize the children aged 0 to 6 of expressive words, selecting suitable difficulty, high degree of differentiation, good reliability and validity to inform test vocabulary words.The content of the research is as follows:1. Selecting expressive words the children can express vocabulary aged 0 to 6,through an experiment and formal experiment, determining the children’s vocabulary naming vocabulary. It contains that common noun, verbs and adjectives, a total of 68 items. The difficulty of vocabulary is suitable,degree of differentiation are all above of 0.3.The homogeneity reliability and split-half reliability were 0.963 and 0.967.The correlation coefficient ofPeabody vocabulary understanding ability test (Chinese version) and vocabularyis 0.76. Through the study of the vocabulary of 100 normal children after testing, it is concluded that normal children age 2 to 4 years and a half words named reference to score. Normal age 2 to 2 years and a half group was 23.19%, the average vocabulary named score 4 to four and a half years old group was 77.82%, the overall rendering with age named score significantly increased (F= 28.690, p< 0.01).2. (1)The number of each selecting PPVT -R score matching and hearing-impaired children is 20 normal, make them do the word-naming tests. The result shows:based on the same ability to understand, the ability of word naming between the hearing-impaired children group and normal group do not occur significant difference. Naming vocabulary score:hearing-impaired children groups are similar tochildren with the same age. Medium score group lagging behind half of year with the normal children same age. Low score grouplagging behindl yearwith the normal children same age.(2)Error analysis:when hearing-impairedchildren make a mistake, they often did not give any response,descripe features and a neighboring word from the samesemantic field.Normal children was significantly higher than hearing-impaired on using function and upper concept description. The main error types of 47 hearing-impaired children are as follows:no response (75.25%), description (7.29%), with a concept replacement (7%), upper concept replacement (5.32%).The hearing-impaired children have significantly more to use no reaction. The error of ormal children has significantly ocuured:no response, functional description, upper concept to describe the type of error (p=0.000, p=0.000, p=0.000, p<0.05).The innovation of this research is that match the understanding ability of normal group and hearing-impaired children group,then explore their ability of word naming; Summarizes hearing-impaired children of hearing-impaired children, it is significant for hearing-impaired children to guide the training and rehabilitation of word-naming.