用法语说话的聋子和听障儿童的正写学习
Elodie Sabatier1, Jacqueline Leybaert1, Fabienne Chetail1
1Laboratoire Cognition Langage et Développement, Center for Research in Cognition & Neurosciences, Université libre de Bruxelles, Brussels, Belgium.
Journal of speech, language, and hearing research : JSLHR
|February 23, 2024
概括
聋和听障 (DHH) 儿童有效地构建正写表示,在正写暗示的使用和识别方面表现出独特的优势,与典型听力同龄人相比.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 儿童通常通过阅读和解码新单词来开发正写表示.
- 了解聋子和听障儿童如何获得这些表征对于教育策略至关重要.
研究的目的:
- 研究与典型听力 (TH) 儿童相比,在DHH儿童中构建新拼写表示的过程.
- 探索两个群体之间语音和拼写暗示利用的差异.
主要方法:
- 二十九名DHH儿童和年龄/阅读水平匹配的TH对照被暴露在故事中的新伪词语中.
- 参与者完成了对这些伪词的拼写和拼写识别任务.
主要成果:
- 拼写准确度没有显著差异,但DHH儿童在语音上可能犯的错误较少.
- DHH儿童表现出更好的伪词识别能力,并且似乎比TH儿童更多地依赖正写线索.
- TH儿童使用语音策略更频繁,经常选择语音分心器.
结论:
- 无论是DHH还是TH的孩子都形成了适当的拼写表征,支持了自学假说.
- DHH儿童在表达构建中更广泛地使用正写线索的独特模式.
- 这项研究强调了通过结合任务和错误分析来评估阅读获取的认知过程的方法论意义.
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