论文部分内容阅读
目的探究听力障碍儿童与正常儿童在篇章阅读理解的差异。方法以3(被试类别)×4(阅读提示策略)混合实验设计比较听力障碍儿童与正常小学4、6年级儿童共36人在4种策略提示阅读下的阅读理解指标。结果阅读成绩上类别主效应显著,P<0.001;阅读提示策略主效应显著,P<0.05;阅读时间、阅读速度上被试类别主效应不显著,阅读提示策略主效应分别为显著、不显著;交互作用均不显著。结论听力障碍儿童和正常儿童阅读在4种阅读提示策略上有相同变化趋势;提纲阅读提示策略有助于听力障碍儿童阅读理解。
Objective To explore the differences in reading comprehension between children with hearing impairment and normal children. Methods A mixed experiment design of 3 (test categories) × 4 (reading cue strategy) was used to compare the reading comprehension indexes of 36 children with hearing impaired children and normal grade 4 and 6 children with 4 strategies. The main effect was significant (P <0.001). The main effect of reading cue strategy was significant (P <0.05). The main effect of reading cue was not significant in reading time and reading speed, and the main effect of reading cue strategy was significant and not significant. Interactions are not significant. Conclusion The reading strategies of reading comprehension for children with hearing impairment and normal children have the same tendency. The reading strategy of reading comprehension program can help children with hearing impairment understand reading comprehension.