Pimperton Hannah, Kyle Fiona, Hulme Charles, Harris Margaret, Beedie Indie, Ralph-Lewis Amelia, Worster Elizabeth, Rees Rachel, Donlan Chris, MacSweeney Mairéad
Institute of Cognitive Neuroscience, University College London, United Kingdom.
Deafness, Cognition and Language Research Centre, University College London, United Kingdom.
J Speech Lang Hear Res. 2019 Aug 15;62(8):2882-2894. doi: 10.1044/2019_JSLHR-H-19-0073. Epub 2019 Jul 23.
Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356.
我们开展并在一项随机对照试验中评估了一个计算机化唇读训练项目，以确定（a）是否有可能对聋童进行唇读训练，以及（b）唇读训练是否能提高语音和阅读技能。先前的研究表明唇读与阅读技能之间存在关联，并进一步表明这种关联可能由改善的语音表征介导。这很重要，因为许多聋童发现学习阅读极具挑战性。方法：66名5至7岁的聋童被随机分为唇读训练组和数学训练组。每个训练项目包括每天10分钟的课程，每周4天，共12周。在训练前、训练结束后立即、训练后3个月和11个月，对儿童进行一系列语言和读写能力测试。结果：在唇读主要结局指标方面，与完成数学训练的参与者相比，我们发现完成唇读训练的参与者没有显著益处。然而，在唇读的一项次要指标上，唇读训练组的进步明显更大。也有一些证据表明唇读训练对语音表征有有益影响；然而，这些影响较弱。在单词阅读方面未见益处。结论：聋童的唇读技能是可训练的。然而，为了支持早期阅读，训练可能需要更长时间或融入更广泛的读写计划中。尽管如此，一种能够提高唇读能力的训练工具可能会引起与聋童打交道的专业人员的极大兴趣。补充材料https://doi.org/10.23641/asha.8856356。
