Chan Yi-Chih, Yang You-Jhen
Speech and Hearing Science Research Institute.
J Deaf Stud Deaf Educ. 2018 Jan 1;23(1):50-61. doi: 10.1093/deafed/enx042.
This study aims to explore early reading comprehension in Chinese-speaking children with hearing loss (HL) by examining character recognition and linguistic comprehension. Twenty-five children with HL received three measures relevant to character reading: phonological awareness (PA), morphological awareness (MA), and character recognition; two linguistic-comprehension measures: receptive vocabulary knowledge and listening comprehension; and one reading comprehension measure. Three demographic variables pertinent to children with HL were also taken into account. The results showed that the degree of HL was significantly related to reading comprehension, receptive vocabulary knowledge, and listening comprehension, the latter two of which were further correlated with the type of hearing device; however, the hearing age was associated with neither of the measures. MA made a unique contribution to character reading in the presence of PA, but the reverse was not true. Linguistic comprehension significantly accounted for additional variance in reading comprehension over and above character recognition but not vice versa. A further analysis controlling for character recognition revealed that receptive vocabulary knowledge was more contributive to early reading comprehension than was listening comprehension. The results of the current investigation have potential to inform educational practice in teaching and/or intervening Chinese children with HL regarding their reading skills.
本研究旨在通过考察汉字识别和语言理解来探索有听力损失（HL）的华语儿童的早期阅读理解情况。25名有听力损失的儿童接受了三项与汉字阅读相关的测试：语音意识（PA）、词法意识（MA）和汉字识别；两项语言理解测试：接受性词汇知识和听力理解；以及一项阅读理解测试。还考虑了与有听力损失儿童相关的三个人口统计学变量。结果表明，听力损失程度与阅读理解、接受性词汇知识和听力理解显著相关，后两者还与听力设备类型相关；然而，听力年龄与这些测试均无关。在语音意识存在的情况下，词法意识对汉字阅读有独特贡献，但反之则不然。语言理解在汉字识别之外，对阅读理解的额外方差有显著贡献，但反之则不然。一项控制汉字识别的进一步分析表明，接受性词汇知识比听力理解对早期阅读理解的贡献更大。本调查结果有可能为针对有听力损失的中国儿童阅读技能的教学和/或干预的教育实践提供参考。
