摘要
目的探究听力障碍儿童与正常儿童在篇章阅读理解的差异。方法以3(被试类别)×4(阅读提示策略)混合实验设计比较听力障碍儿童与正常小学4、6年级儿童共36人在4种策略提示阅读下的阅读理解指标。结果阅读成绩上类别主效应显著,P<0.001;阅读提示策略主效应显著,P<0.05;阅读时间、阅读速度上被试类别主效应不显著,阅读提示策略主效应分别为显著、不显著;交互作用均不显著。结论听力障碍儿童和正常儿童阅读在4种阅读提示策略上有相同变化趋势;提纲阅读提示策略有助于听力障碍儿童阅读理解。
Objective To research the difference between hearing impairment children and normal children on discourse reading. Methods 36 participants of Hearing Impairment Children from Grade 6 and No-hearlng Impairment Children from Grade 4 and Grade 6 read four discourses with different hints of reading strategies. Used the GLM-Repeated Factoial analyze three items of reading understanding. Results Data revealed non-significance among subjects, significance within four discourses, and non-significance of the interaction effect. Conclusion There groups appear similar trends on four materials. Hints of guide help the reading of hearing impairment children.
出处
《中国健康心理学杂志》
2006年第3期276-279,共4页
China Journal of Health Psychology
