学龄前听障儿童和健听儿童目标辨识能力的比较研究

Comparative Study of the Target Identification between Preschool Hearing-Impaired Children and Normal-Hearing Children

目的考查学龄前听障儿童和健听儿童目标辨识能力发展的差异。方法选取180例3、4、5岁学龄前儿童,其中,健听组(3、4、5岁各30例)与听障组(3、4、5岁分别为27、32、31例)各90例,采用华东师范大学言语听觉康复科学研究院编制的学龄前儿童目标辨识测验系统(多媒体软件版)进行目标辨识能力测试,比较两组结果。结果 3、4、5岁健听组和听障组的目标辨识能力得分分别为3.211±0.187、4.867±0.101、6.864±0.166和1.926±0.257、3.280±0.212、4.417±0.238。听力情况主效应极显著,3、4、5岁健听儿童的目标辨识能力均显著高于听障儿童(P<0.01);性别的主效应不显著(P>0.05),无论是健听儿童还是听障儿童其目标辨识能力没有性别差异;年龄主效应极显著(P<0.001),随着年龄的增长两类儿童的目标辨识能力不断提高。不同的考核题目的正确率不同,两类儿童对肯定句的理解均好于否定句,对偏正短语的理解均好于主谓短语。结论学龄前儿童的目标辨识能力无性别差异,且随年龄的增长逐渐提高,健听儿童的目标辨识能力优于听障儿童。

Objective To study the differences between preschool hearing--impaired children and normal-- hearing children in the target identification development. Methods 90 normal--hearing children and 90 hearing--im- paired children underwent the target identification tests. Target identification for children tests were created by East China Normal University. The results were analyzed by SPSS 16.0. Results There were significant differences in the target identification tests between hearing--impaired children and normal--hearing children. For the comparison between hearing--impaired children and normal--hearing children, the former developed rather slowly than the lat- er. There was significant difference between the hearing--impaired and the normal--hearing at each age group. The lagging on the target identification tests were different. No significant effect was absent between girls and boys. Con- clusion This comparison study reveals the common rules and features of the speech and language development of preschool children with hearing impairment, therefore, providing a basis and reference for working out scientific, systemic and specific rehabilitation plan accordingly.