Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
J Deaf Stud Deaf Educ. 2022 Aug 6;27(3):269-282. doi: 10.1093/deafed/enac003.
This study aims to examine the relative contributions of phonological awareness (PA), orthographical awareness (OA), morphological awareness (MA) and rapid automatized naming (RAN) to word reading accuracy and fluency in Chinese deaf and hard of hearing (DHH) students. Measures of PA, OA, MA, RAN, word reading accuracy, and word reading fluency were administered to 133 DHH and 127 hearing students in Grades 4-6. After controlling for chronological age, hierarchical regression analysis showed that PA made an independent contribution to word reading accuracy and fluency among the DHH students. The unique effect of OA was significant on word reading accuracy in DHH students; whereas, its predictive role was played on word reading fluency in hearing students. RAN accounted for additional variance only in word reading accuracy in DHH students. MA significantly explained the variance in both reading abilities and in both groups. This suggests that for DHH students, they use nonphonological clues (MA and OA) to learn to read. To a lesser degree, however, they do rely on PA to reading words. For hearing students, they mainly rely on MA to their word reading. There are some similarities and differences in the mechanisms underlying word reading in DHH and hearing children.
本研究旨在考察语音意识（PA）、正字法意识（OA）、形态意识（MA）和快速命名自动化（RAN）对中国聋和重听（DHH）学生的单词阅读准确性和流畅性的相对贡献。在 4-6 年级中，对 133 名 DHH 和 127 名听力学生进行了 PA、OA、MA、RAN、单词阅读准确性和单词阅读流畅性的测量。在控制了年龄后，分层回归分析表明，PA 对 DHH 学生的单词阅读准确性和流畅性有独立的贡献。OA 在 DHH 学生的单词阅读准确性上有显著的预测作用，而在听力学生中，其预测作用则体现在单词阅读流畅性上。RAN 仅在 DHH 学生的单词阅读准确性上解释了额外的差异。MA 在两种阅读能力和两个群体中都显著解释了差异。这表明，对于 DHH 学生来说，他们使用非语音线索（MA 和 OA）来学习阅读。然而，在较小程度上，他们确实依赖 PA 来阅读单词。对于听力学生来说，他们主要依赖 MA 来阅读单词。DHH 和听力儿童的单词阅读机制既有相似之处，也有不同之处。
