Teaching Chinese Phonetic Radicals Enhances Reading Fluency in Chinese-Speaking Children With Hearing Loss.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2025-03-26 DOI:10.1044/2025_LSHSS-24-00077

Boquan Liu, Jinwei Lan

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引用次数: 0

Abstract

Purpose: Children with hearing loss (HL) experience challenges in sound-related knowledge and techniques for manipulating sounds, which can affect their reading fluency. This study aims to use the unique phonetic, semantic, and visual integration of Chinese characters to access phonological information through visual representation, thereby helping Chinese-speaking children with HL improve their reading fluency.

Method: Forty-eight children with HL participated in the study and were divided into two groups. The experimental group received specialized training in Chinese phonetic radicals, while the control group did not. The changes in reading fluency between the pretest and posttest were compared by statistical analysis between the two groups.

Results: The control group, which did not receive the specialized training in Chinese phonetic radicals, showed no significant difference in reading fluency between the pretest and posttest. In contrast, the experimental group demonstrated a significant improvement in reading fluency in the posttest after receiving the specialized training.

Conclusion: Utilizing the unique phonetic, semantic, and visual integration of Chinese characters, specialized training in Chinese phonetic radicals can significantly enhance the reading fluency of Chinese-speaking children with HL.

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.