Division of School Education, Osaka Kyoiku University, Kashiwara, Japan.
Division of Special Needs Education, Osaka Kyoiku University, Kashiwara, Japan.
Child Dev. 2023 May;94(3):e128-e142. doi: 10.1111/cdev.13900. Epub 2023 Feb 19.
We compared the reading development of 77 deaf and hard-of-hearing (DHH) Japanese children, aged 5-7 (40 females), with 139 of their hearing peers (74 females) in 2018. We assessed each group's phonological awareness (PA), grammar, vocabulary, and reading of hiragana (Japanese orthography children learn first). DHH children showed significant delays in grammar and vocabulary but only a slight delay in PA. Younger DHH children scored better than their hearing peers in reading. Although PA predicted reading for hearing children, reading predicted PA for DHH children. PA partially explained grammar skills for both groups. The results suggest educational intervention for reading acquisition should be based on not only general linguistic features but also each language's unique characteristics.
我们比较了 2018 年 77 名 5-7 岁（40 名女性）聋人和重听（DHH）日本儿童与 139 名听力正常儿童（74 名女性）的阅读发展情况。我们评估了每个组的语音意识（PA）、语法、词汇和日语平假名（儿童首先学习的日语正写法）的阅读能力。DHH 儿童在语法和词汇方面存在明显的延迟，但在 PA 方面只有轻微的延迟。年幼的 DHH 儿童在阅读方面的得分高于听力正常的同龄人。尽管 PA 对听力儿童的阅读有预测作用，但对 DHH 儿童的阅读也有预测作用。PA 部分解释了两个组的语法技能。研究结果表明，阅读能力的教育干预不仅应基于一般语言特征，还应基于每种语言的独特特征。
