Niver J M, Schery T K
Department of Human Resources, Peabody College of Vanderbilt University, Nashville, Tennessee.
Am Ann Deaf. 1994 Mar;139(2):96-103. doi: 10.1353/aad.2012.0052.
Knowledge of how deaf children use speech outside the classroom or therapy room many enhance our ability to improve their speech in a variety of situations and with a variety of communication partners. Past research has shown that deaf children's interactions in informal settings with their mothers and hearing peers create situations that can foster improved linguistic skills. In the current study, the amount and intelligibility of spoken language output in 15 deaf children ages 4-5 to 9-8 years during 15 minutes of free play with their mothers was compared with output and intelligibility during a similar session with a self-selected hearing peer. The results, which indicated that significantly more speech was produced during the children's interaction with their mothers, are discussed in terms of future research.
了解失聪儿童如何在教室或治疗室之外使用言语，可能会提高我们在各种情况下以及与各种交流伙伴相处时改善他们言语能力的水平。过去的研究表明，失聪儿童在非正式场合与母亲及听力正常的同龄人互动时，会创造出有助于提高语言技能的情境。在当前的研究中，对15名年龄在4岁5个月至9岁8个月的失聪儿童在与母亲自由玩耍15分钟期间的口语输出量和可懂度，与他们在与自行选择的听力正常的同龄人进行类似时间段互动时的输出量和可懂度进行了比较。研究结果表明，儿童与母亲互动时产生的言语明显更多，本文将结合未来研究对这些结果进行讨论。
