Differences and Similarities in the Contributions of Phonological Awareness, Orthographic Knowledge and Semantic Competence to Reading Fluency in Chinese School-Age Children With and Without Hearing Loss.
Differences and Similarities in the Contributions of Phonological Awareness, Orthographic Knowledge and Semantic Competence to Reading Fluency in Chinese School-Age Children With and Without Hearing Loss.
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中国学龄听力损失儿童与非听力损失儿童语音意识、拼写知识和语义能力对阅读流利度贡献的异同
DOI：
10.3389/fpsyg.2021.649375
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发表时间：
2021
影响因子：
3.8
通讯作者：
Shu H
中科院分区：
文献类型：
--
作者：
Zhang L;Hong T;Li Y;Wang J;Zhang Y;Shu H
与大量关于听力损失儿童字母语言阅读的研究相比，关于汉语听力损失儿童阅读的研究非常有限。目前尚不清楚语音、正字法和语义技能对中国学龄儿童阅读流利性的影响。本研究通过对HL儿童阅读流利性和三项语言技能的测试，并与听力正常的对照组进行比较，探讨了这一问题。具体地，对28名HL儿童和28名NH儿童进行了单词/句子阅读流畅度(WRF/SRF)、语音意识(PA)(包括声母/元音/词汇声调意识)、正字法知识(OK)和语义能力(SC)(包括动物词识别、伪同音检测和分词)的测试。结果显示，HL儿童在WRF/SRF以及除首音意识和伪同音字检测外的大部分语音、正字法和语义子技能上均落后于NH儿童。此外，WRF的重要贡献者在两组中不同，PA是NH儿童的重要贡献者，而OK是HL儿童的重要贡献者。然而，SRF的重要贡献者在两组之间没有区别，SC是唯一的重要贡献者。这些结果不仅揭示了PA、OK和SC在单词和句子层面对阅读流利性的相对贡献的组间差异，而且也揭示了它们的相似性，这对于制定更好的训练方案来提高HL儿童的阅读能力具有实际意义。
Compared with the large number of studies on reading of children with hearing loss (HL) in alphabetic languages, there are only a very limited number of studies on reading of Chinese-speaking children with HL. It remains unclear how phonological, orthographic, and semantic skills contribute to reading fluency of Chinese school-age children with HL. The present study explored this issue by examining the performances of children with HL on reading fluency and three linguistic skills compared with matched controls with normal hearing (NH). Specifically, twenty-eight children with HL and 28 chronological-age-matched children with NH were tested on word/sentence reading fluency (WRF/SRF), phonological awareness (PA) which was composed of onset/vowel/lexical tone awareness, orthographic knowledge (OK), and semantic competence (SC) which comprised animal word identification, pseudo-homophone detection, and word segmentation. Results showed that children with HL lagged behind their peers with NH in WRF/SRF and most of the phonological, orthographic, and semantic subskills except onset awareness and pseudo-homophone detection. Furthermore, the significant contributors to WRF differed between the two groups with PA being the significant contributor in the children with NH while OK being the significant contributor in the children with HL. However, the significant contributor to SRF did not differ between the two groups with SC being the only significant contributor. These results revealed not only between-group differences but also similarities in the relative contributions of PA, OK, and SC to reading fluency at both word and sentence levels, which has practical implications for developing better training programs to improve reading for children with HL.
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影响因子：
3.7
作者：
Geers AE;Hayes H
通讯作者：
Hayes H
影响因子：
2.6
作者：
Ho, CSH;Ng, TT;Ng, WK
通讯作者：
Ng, WK
DOI：
10.1044/1092-4388(2004/040
发表时间：
2004-06-01
影响因子：
2.6
作者：
Connor, CM;Zwolan, TA
通讯作者：
Zwolan, TA
影响因子：
1
作者：
Allen, Thomas E.;Clark, M. Diane;Miller, Paul
通讯作者：
Miller, Paul
影响因子：
1
作者：
Izzo, A
通讯作者：
Izzo, A