摘要
为了调查影响随班就读听障儿童阅读能力的重要因素,实验以年龄和非言语智力匹配的三组小学生(听障组、阅读控制组、年龄控制组各12名)为研究对象,对比了他们在汉语语音加工、口语词汇表达和理解、汉语阅读等各项任务的成绩。结果显示:(1)听障儿童跟阅读障碍儿童一样存在语音意识和快速命名的双重缺陷;(2)影响听障儿童阅读的重要因素是口语词汇能力。研究结果启示给听障儿童进行早期阅读干预和语音加工能力训练非常重要。
In order to investigate the key factors affecting the reading ability of children with hearing impairment in regular classes,three groups of pupils(12 in hearing-impaired group,12 in reading-matched group,and 12 in age-matched group)were selected as subjects to compare their abilities in Chinese phonological processing,oral vocabulary expression and comprehension,and Chinese language reading.The results showed that:(1)hearing-impaired children had the same deficits as reading-impaired children in phonological awareness and rapid naming;(2)oral vocabulary was an important factor affecting hearingimpaired children in reading.The results suggested that early reading intervention and phonological processing instruction are of significance for children with hearing impairment.
作者
徐琴芳
胡欣怡
XU Qinfang;HU Xinyi(School of Language,Nanjing Normal University of Special Education,Nanjing, 210038;Jiangsu Provincial Key Constructive Laboratory of Special Children's Impairment and Intervention,Nanjing, 210038)
出处
《中国特殊教育》
CSSCI
北大核心
2019年第9期35-43,共9页
Chinese Journal of Special Education
基金
江苏省十三五教育规划课题“随班就读听障儿童的汉语语音编码研究”(项目编号:B-a/2016/01/48)的研究成果
关键词
听力障碍
双重缺陷
口语词汇
阅读能力
hearing impairment
double deficits
oral vocabulary
reading ability
