Xie Ruibo, Xia Yue, Wu Xinchun, Zhao Ying, Chen Hongjun, Sun Peng, Feng Jie
Parents Education Research Institution, College of Teacher Education, Zhejiang Normal University, Jinhua, People's Republic of China.
Key Laboratory of Intelligent Education Technology and Application of Zhejjiang Province, College of Teacher Education, Zhejiang Normal University, Jinhua, People's Republic of China.
Psychol Res Behav Manag. 2021 Nov 4;14:1823-1832. doi: 10.2147/PRBM.S332393. eCollection 2021.
Listening comprehension is particularly important in children without sight. Little research has focused on listening comprehension. There are strong correlations among syllables, morphemes, and orthographic representations in Chinese. For this reason, vocabulary knowledge may have a mediating role in morphological awareness and listening comprehension in blind children during the elementary school.
The study that included measures of children's age, working memory, rapid automatized naming, phonological awareness, morphological awareness, vocabulary knowledge, and listening comprehension was administered to 142 Chinese-speaking blind children during the early elementary level (Grades 1 to 3) and late (Grades 4 to 6). Through a mediation analysis following the bootstrapping procedures.
The study shows that (1) morphological awareness predicted listening comprehension in blind children directly; (2) after children's age, working memory, rapid automatized naming, and phonological awareness controlled, vocabulary knowledge plays a mediating role in morphological awareness and listening comprehension.
The findings of the present study indicate the important unique role of morphological awareness and the mediation of vocabulary knowledge in blind children's listening comprehension during the elementary school years.
听力理解对于失明儿童尤为重要。很少有研究关注听力理解。汉语中的音节、语素和正字法表征之间存在很强的相关性。因此，词汇知识可能在小学阶段盲童的形态意识和听力理解中起中介作用。
该研究对142名处于小学低年级（1至3年级）和高年级（4至6年级）的讲中文的盲童进行了测试，测试内容包括儿童的年龄、工作记忆、快速自动命名、语音意识、形态意识、词汇知识和听力理解。通过自抽样程序进行中介分析。
研究表明：（1）形态意识直接预测盲童的听力理解；（2）在控制儿童的年龄、工作记忆、快速自动命名和语音意识后，词汇知识在形态意识和听力理解中起中介作用。
本研究结果表明形态意识在小学阶段盲童听力理解中的重要独特作用以及词汇知识的中介作用。
