Gong Huina, Chen Liang, Lei Jianghua
Department of Special Education, Central China Normal University , Wuhan , China.
Communication Sciences and Special Education, University of Georgia , Athens , Georgia , USA.
Clin Linguist Phon. 2019;33(10-11):1071-1085. doi: 10.1080/02699206.2019.1604807. Epub 2019 Apr 21.
Speechreading contributes significantly to effective communication, and persons with hearing impairment (HI) may need to rely more on speechreading. However, whether they may benefit from training/practice to improve their speechreading performance remains unclear. In this study, we examine the effect of speech training on speechreading performance of children with HI in China, and how such effect, if any, may be influenced by age. Fifty-nine HI children with speech training experiences, and fifty-eight HI children without speech training experiences completed tasks measuring their ability to speechread Chinese at the linguistic levels of words, phrases, and sentences. The children ranged from 7 to 14 years old, and were divided into four age groups by two-year age intervals. Both accuracy rate and response time data were collected. Results revealed three findings: (1) HI children with speech training experiences speechread more accurately but more slowly than those without speech training experiences; (2) while speechreading performance generally improved with age, age didn't alter the relative performance between the two groups; and (3) speechreading performance was best for phrases, and worst for sentences. These findings suggest that HI children benefit from speech training to improve their speechreading performance, and their speechreading performance is influenced by age, linguistic level, and the specific measure used.
唇读对有效沟通有显著贡献，听力障碍（HI）者可能需要更多地依赖唇读。然而，他们是否能从训练/练习中受益以提高唇读能力仍不明确。在本研究中，我们考察了言语训练对中国听力障碍儿童唇读能力的影响，以及这种影响（如果存在的话）如何受年龄的影响。59名有言语训练经历的听力障碍儿童和58名没有言语训练经历的听力障碍儿童完成了在单词、短语和句子语言层面上测量他们汉语唇读能力的任务。这些儿童年龄在7至14岁之间，按两岁年龄间隔分为四个年龄组。同时收集了准确率和反应时间数据。结果揭示了三个发现：（1）有言语训练经历的听力障碍儿童唇读更准确，但比没有言语训练经历的儿童读得更慢；（2）虽然唇读能力一般随年龄提高，但年龄并未改变两组之间的相对表现；（3）唇读能力在短语层面表现最佳，在句子层面表现最差。这些发现表明，听力障碍儿童能从言语训练中受益以提高他们的唇读能力，并且他们的唇读能力受年龄、语言水平和所使用的具体测量方法的影响。
