对使用口语的听力损失儿童进行语音意识教学：六个重要观点。
Teaching Phonological Awareness to Children with Hearing Loss who Use Spoken Language: Six Big Ideas.
作者信息
Werfel Krystal L, Reynolds Gabriella
机构信息
Department of Communication Sciences and Disorders, University of South Carolina, Columbia, South Carolina, USA.
出版信息
Perspect ASHA Spec Interest Groups. 2019 Oct;4(5):954-961. doi: 10.1044/2019_pers-sig9-2019-0002. Epub 2019 Sep 19.
PURPOSE
Because children with hearing loss experience difficulty in developing word decoding and spelling skills, effective phonological awareness instruction for this population is vital. Children with hearing loss are often delayed in their development of phonological awareness compared to peers with normal hearing; however, the developmental progression appears to be the same for both groups of children. Some modifications to typical phonological awareness instruction are warranted for this population.
CONCLUSION
This article synthesizes recent research on phonological awareness instruction for children with hearing loss from several research groups into six big ideas that have led to impressive gains in phonological awareness skills for this population.
目的
由于听力损失儿童在发展单词解码和拼写技能方面存在困难，因此针对这一群体进行有效的语音意识教学至关重要。与听力正常的同龄人相比，听力损失儿童的语音意识发展往往滞后；然而，两组儿童的发展进程似乎是相同的。针对这一群体，有必要对典型的语音意识教学进行一些调整。
结论
本文将几个研究小组关于听力损失儿童语音意识教学的最新研究综合为六个重要观点，这些观点已使该群体的语音意识技能取得了显著提高。
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