Guan Connie Qun, Wang Ye
Am Ann Deaf. 2017;162(3):265-276. doi: 10.1353/aad.2017.0025.
Comparing deaf and hard of hearing (DHH) children with their hearing peers in learning Chinese, the study tested the lexical quality hypothesis (Perfetti, 1992, 2007), which asserts the importance of building orthographic, phonological, and semantic connections in high-quality lexical representations. DHH children and hearing peers matched on reading age were randomly assigned to one of two groups: One received writing training on both Day 1 and Day 2; the other received pinyin typing training on Day 1 and writing training on Day 2. Compared with younger hearing controls, DHH children showed equivalent vocabulary acquisition and appeared to benefit from orthography training. The study demonstrated, for the first time, the writing effect in DHH children's acquisition of Chinese. It suggests that a combination of character handwriting and phonology training can promote the ability of children to read Chinese, including children who are DHH.
在比较失聪和听力有障碍（DHH）儿童与听力正常的同龄人学习中文的情况时，该研究检验了词汇质量假说（佩费蒂，1992年，2007年），该假说认为在高质量的词汇表征中建立正字法、语音和语义联系非常重要。阅读年龄匹配的DHH儿童和听力正常的同龄人被随机分为两组：一组在第1天和第2天都接受书写训练；另一组在第1天接受拼音打字训练，在第2天接受书写训练。与年龄较小的听力正常对照组相比，DHH儿童在词汇习得方面表现相当，并且似乎从正字法训练中受益。该研究首次证明了书写对DHH儿童习得中文的影响。这表明汉字书写和语音训练相结合可以提高儿童阅读中文的能力，包括DHH儿童。
