聋子和听力障碍儿童二年级阅读的变化
Sascha Couvee1, Loes Wauters1,2, Harry Knoors1
1Behavioural Science Institute, Radboud University, 6500 GD Nijmegen, the Netherlands.
Journal of deaf studies and deaf education
|March 20, 2025
概括
聋子和听力障碍儿童的早期阅读技能与幼儿园预测因素有关. 字母知识和词汇对于以后的阅读成功至关重要.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 听力学 听力学是指听力学.
背景情况:
- 聋子和听力障碍 (DHH) 儿童经常经历阅读延迟.
- 识别阅读技能的早期预测因素对于及时干预至关重要.
研究的目的:
- 在DDH儿童中调查二年级阅读技能的幼儿园前体.
- 根据阅读能力确定DHH儿童的子组.
- 探索DHH儿童阅读延迟的早期迹象.
主要方法:
- 从幼儿园到二年级的23名DHH儿童的纵向研究.
- 在幼儿园评估语音意识,字母知识,口语和手语词汇,语音阅读和手指拼写.
- 在二年级评估词语解码和阅读理解.
- 利用集群分析来识别阅读子组.
主要成果:
- 与听力标准相比,二年级的DHH儿童显示出低于平均水平的词解码和低于平均水平的阅读理解能力.
- 单词解码与语音意识,字母知识和口语词汇相关联.
- 阅读理解与除手指拼写外的所有幼儿园测量相关.
- 确定了三个阅读子组,在解码和理解方面存在显著差异.
- 第1组 (解码/理解能力低于平均水平) 在字母知识,口语和手语词汇方面比其他组得分更低.
结论:
- 幼儿园的字母知识和口语/手语词汇是DHH儿童在二年级阅读技能的关键预测因素.
- 早期识别这些领域的缺陷可以预示潜在的阅读延迟.
- 专注于基础识字技能的有针对性的干预措施对DHH儿童至关重要.
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