听障学生与健听学生阅读监控的眼动研究

The Eye Movements of Hearing-impaired and Normal-hearing Students during Reading Monitoring

目的探查听障学生阅读过程中的监控特点。方法通过对阅读材料旬内不一致与句外不一致的设计，运用错误觉察范式和眼动方法相结合的方式探查听障学生的阅读监控特点，同时以健听学生作为对照。结果听障和健听两类学生在阅读理解成绩上主效应极其显著，F（1，59）=45．67，P〈0．01；两类学生在回视次数上主效应极其显著，F（1，59）=33．22，P〈0．01；两类学生和两类阅读材料在回视点个数和回视时间上存在交互作用，且在这两个指标上的趋势一致。进一步的简单效应检验表明，对于听障学生，无论是句内不一致还是旬外不一致，回视点个数及回视时间差异不大（P〉0．05）；而健听学生在回视点个数上差异极其显著（P〈0．01），在回视时间上差异显著（P〈0．05）。结论听障学生阅读理解的整体能力和阅读监控能力均低于健听学生。听障学生在阅读监控眼动指标上与健听学生有显著差异。

Objective To students in reading. Methods method were used to explore normal-hearing students with investigate the monitoring characteristics of hearing-impaired An error detection paradigm and an eye-movement recording the reading monitoring characteristics of hearing-impaired and reading materials including inconsistencies within a sentence or across several sentences. Results The hearing-impaired and normal-hearing students showed significant differences in reading comprehension results （F=45.67,P〈0.01）.The regression numbers were significantly different between the two groups of students in reading （F=33.22,P〈0.01）.The regression point and regression time had interactive effects for the two groups and two materials, showing a consistent tendency. The simple effect test indicated that there was no significant difference in regression time and point between the passages including inconsistencies within a sentence and across sentences for the hearing-impaired students（P〉0.05）.However, there was a very significant difference in regression points between the two reading materials for normal-hearing students（P〈0.01）and a significant difference in regression time（P〈O.O5）.Conclusion The reading comprehension ability and reading monitoring ability of hearing-impaired students were lower than those of normal-hearing peers.Moreover, there were significant differences in the eye movements during reading monitoring between the hearing-impaired and normal-hearing students.