摘要
让听障儿童运用不同的阅读方式(家长有声陪读、家长无声陪读、自己有声阅读、自己无声默读、多媒体电子读物、纸质读物、口说读书心得、书写读书心得等)进行阅读,再运用听障儿童语言康复评估系统对实验前后进行测评对比,以检测其语言康复的提高程度,通过实验获得不同的阅读方式对提高听障儿童语言康复程度的相关联数据。结果显示,运用家长有声陪读(模仿长句85.2分)、自己有声阅读(语音清晰度82.2分)、多媒体电子读物(听话识图89.4分)、口说读书心得(主题对话80.0分、词汇量76.8分、看图说话79.1分)的阅读方式对语言康复能力提高的效果最好。由此可见,听障儿童通过专家的阅读指导,运用有效的科学读书方法进行自主有声阅读,能促进语言康复能力的不断提高,并逐渐形成较为稳定正确的自主有声语言,乃至全面提高有声语言的理解能力和表达能力。
To obtain the data on the improvement of language rehabilitation in hearing-impaired children by different reading methods, experimental methods are used. The children are given different reading methods(parental audio accompaniment, parent silent accompaniment, selfaudio reading, self-silent silent reading, multimedia electronic reading, paper reading, oral reading,writing reading, etc.) to read. The language rehabilitation evaluation system for children is used to measure the improvement of language rehabilitation before and after the experiment. The results show that: using parental audio reading(85.2 points in imitating long sentences), self-audio reading(82.2 points in speech resolution), multimedia electronic reading(89.4 points in picture recognition), oral reading experience(80.0 points in thematic dialogue, 76.8 points in vocabulary,and 79.1 points in speech). It can be concluded that reading is the best way to improve language rehabilitation. It can thus be seen that using effective scientific reading methods to carry out independent audio reading through expert reading guidance can promote the continuous improvement of language rehabilitation ability, gradually form a relatively stable and correct independent audio language, and even improve the ability of speech comprehension and expression for hearing-impaired children.
作者
陈东灵
CHEN Dong-ling(Wuhan Shipbuilding Vocational and Technical College,Wuhan,430000,China)
出处
《闽西职业技术学院学报》
2019年第4期96-101,共6页
Journal of Minxi Vocational and Technical College
关键词
听障儿童
阅读方式
语言康复
hearing-impaired children
reading style
language rehabilitation
