Am Ann Deaf. 2021;166(4):478-500. doi: 10.1353/aad.2021.0040.
Twenty-eight deaf and hard of hearing Chinese-speaking public school children in Taiwan were tested on literacy achievement tasks at the end of kindergarten (T1), first grade (T2), and second grade (T3) over 2 years. After nonverbal IQ and hearing threshold were controlled for, the results revealed that early oral vocabulary and print awareness tested in kindergarten were related to word recognition in first grade. Moreover, receptive oral vocabulary (T1) was related to reading achievement in first and second grade. Phoneme (onset-rime) blending (T1) was associated with reading achievement in first grade, but not second grade. While onset-rime blending made more unique contributions to picture-book reading comprehension (T2), oral receptive vocabulary contributed uniquely to reading comprehension in T3 more than onset-rime blending. The time (in minutes) per week parents spent in shared book reading with their child was moderately related to reading comprehension at T3.
在 2 年的时间里，对 28 名台湾聋和重听的公立学校中文儿童在幼儿园结束时（T1）、一年级（T2）和二年级（T3）进行了读写成就任务的测试。在控制了非语言智商和听力阈值后，结果表明，幼儿园时期测试的早期口语词汇和印刷意识与一年级的单词识别有关。此外，接受性口语词汇（T1）与一年级和二年级的阅读成绩有关。音韵（音节）混合（T1）与一年级的阅读成绩有关，但与二年级的阅读成绩无关。虽然音节混合对图画书阅读理解（T2）有更多独特的贡献，但在 T3 中，口语接受性词汇对阅读理解的贡献比音节混合更独特。父母每周与孩子一起阅读的时间（分钟）与 T3 的阅读理解能力中等相关。
