聋校六年级听觉障碍学生flash短文阅读能力研究

The Flash-Essay Reading Ability of Hearing Impaired Students in Grade Six in Deaf Schools

为深入研究图画背景信息下听障学生的阅读能力,文章以flash短文为材料,选取了50名听障学生分别作为对照组和实验组,从词语识别,意义理解及信息记忆与整合三个维度,对听障学生阅读flash短文和纯文字短文进行了比较研究。研究发现,六年级听障学生阅读同样内容的flash短文与纯文字短文,在词语识别、意义理解及信息记忆与整合等三方面均存在显著差异。文章分析了六年级听障学生阅读flash短文效果优于纯文字短文的主要因素,并就发展聋生的阅读能力提出了相关的建议。

Aiming to probe into the reading ability of hearing impaired students under the background of pictures, this study is conducted from three dimensions of word-recognition, meaning-understanding,memorizing and information integrating by comparing the reading ability of two groups of 50 hearing-impaired students, one of which is signed to read flash-essays as experimental group and the other is signed to read text-essays as control group. The results show the following： the hearing-impaired students show significant deference in words-recognizing, meaning-understanding, memorizing and information integration between flash-essay-reading and text-essay-reading. Finally, the main factors of the reason why hearing-impaired students get higher scores in reading flash-essays than text-essays are analysed, and some suggestions are put ford for improving the reading ability of hearing-impaired students under the background of pictures.