Wauters Loes N, Tellings Agnes E J M, van Bon Wim H J, Mak Willem M
Department of Special Education, Radboud University Nijmegen, Nijmegen, The Netherlands.
J Deaf Stud Deaf Educ. 2008 Spring;13(2):175-92. doi: 10.1093/deafed/enm050. Epub 2007 Sep 21.
This article examines the role of mode of acquisition (MoA) of word meanings in reading comprehension: children acquire word meanings using perceptual information (e.g., hearing, seeing, or smelling the referent) and/or linguistic information (e.g., verbal explanations). A total of 72 deaf and 99 hearing children between 7 and 15 years of age performed a self-paced reading task. Comprehension scores increased with age in both groups, but reading speed increased over age only for the hearing participants. For both groups, reading times on linguistically acquired words were longer than on perceptually acquired words. Although deaf children scored lower than hearing children in both conditions, comprehension scores for both groups were lower on linguistic items than on perceptual items. Thus, MoA influences reading comprehension, but the deaf show difficulty on both the perceptual and the linguistic items.
本文探讨了词汇意义获取方式（MoA）在阅读理解中的作用：儿童通过感知信息（如听到、看到或闻到所指对象）和/或语言信息（如口头解释）来获取词汇意义。共有72名7至15岁的聋童和99名听力正常的儿童完成了一项自定节奏的阅读任务。两组的理解分数均随年龄增长而提高，但仅听力正常的参与者的阅读速度随年龄增长而加快。对于两组来说，通过语言获取的词汇的阅读时间比通过感知获取的词汇的阅读时间更长。尽管在两种情况下聋童的得分都低于听力正常的儿童，但两组在语言项目上的理解分数都低于感知项目。因此，词汇意义获取方式会影响阅读理解，但聋童在感知和语言项目上都存在困难。
