Zhang Linjun, Hong Tian, Li Yu, Wang Jiuju, Zhang Yang, Shu Hua
Beijing Advanced Innovation Center for Language Resources and College of Advanced Chinese Training, Beijing Language and Culture University, Beijing, China.
State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
Front Psychol. 2021 Apr 12;12:649375. doi: 10.3389/fpsyg.2021.649375. eCollection 2021.
Compared with the large number of studies on reading of children with hearing loss (HL) in alphabetic languages, there are only a very limited number of studies on reading of Chinese-speaking children with HL. It remains unclear how phonological, orthographic, and semantic skills contribute to reading fluency of Chinese school-age children with HL. The present study explored this issue by examining the performances of children with HL on reading fluency and three linguistic skills compared with matched controls with normal hearing (NH). Specifically, twenty-eight children with HL and 28 chronological-age-matched children with NH were tested on word/sentence reading fluency (WRF/SRF), phonological awareness (PA) which was composed of onset/vowel/lexical tone awareness, orthographic knowledge (OK), and semantic competence (SC) which comprised animal word identification, pseudo-homophone detection, and word segmentation. Results showed that children with HL lagged behind their peers with NH in WRF/SRF and most of the phonological, orthographic, and semantic subskills except onset awareness and pseudo-homophone detection. Furthermore, the significant contributors to WRF differed between the two groups with PA being the significant contributor in the children with NH while OK being the significant contributor in the children with HL. However, the significant contributor to SRF did not differ between the two groups with SC being the only significant contributor. These results revealed not only between-group differences but also similarities in the relative contributions of PA, OK, and SC to reading fluency at both word and sentence levels, which has practical implications for developing better training programs to improve reading for children with HL.
与大量关于字母语言环境下听力损失（HL）儿童阅读的研究相比，针对说中文的HL儿童阅读情况的研究数量非常有限。目前尚不清楚语音、正字法和语义技能如何影响中文学龄HL儿童的阅读流畅性。本研究通过考察HL儿童与听力正常（NH）的匹配对照组在阅读流畅性及三项语言技能方面的表现，对这一问题进行了探究。具体而言，研究对28名HL儿童和28名年龄匹配的NH儿童进行了单词/句子阅读流畅性（WRF/SRF）、语音意识（PA，包括首音/元音/词汇声调意识）、正字法知识（OK）以及语义能力（SC，包括动物单词识别、假同音字检测和分词）测试。结果显示，HL儿童在WRF/SRF以及除首音意识和假同音字检测外的大多数语音、正字法和语义子技能方面落后于NH儿童。此外，两组儿童中对WRF有显著贡献的因素有所不同，在NH儿童中PA是显著贡献因素，而在HL儿童中OK是显著贡献因素。然而，两组中对SRF有显著贡献的因素并无差异，SC是唯一的显著贡献因素。这些结果不仅揭示了两组之间的差异，还显示了PA、OK和SC在单词和句子层面上对阅读流畅性的相对贡献方面的相似性，这对于开发更好的训练项目以提高HL儿童的阅读能力具有实际意义。
