母语为中文的听障儿童的语言发展:家庭读写资源与共享阅读的作用

IF 0.8 4区医学 Q4 EDUCATION, SPECIAL

Child Language Teaching & Therapy Pub Date : 2023-02-01 DOI:10.1177/02656590231154827

Yi-Chih Chan

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引用次数: 0

摘要

本研究旨在探讨家庭识字资源（HLR）的具体组成部分和父母在共享图书阅读（SBR）过程中的行为，这些行为可能有助于汉语听力受损儿童的语言发展。共有90名3至6岁的汉语听障儿童及其父母参与了这项研究。根据先前研究的设计，我们要求父母完成一份关于HLR和父母SBR行为的问卷，他们的听障儿童接受了标准化的语言测试。结果表明，家庭故事书容量、每周SBR频率、每次SBR会话的持续时间、SBR的起始年龄以及父母SBR行为、父母和孩子相互讨论意见等HLR组成部分，可以显著解释儿童接受、表达和整体语言差异的另一部分，而不是人口统计学变量。因此，建议临床医生与有听障儿童的父母分享这些循证信息，以帮助他们的孩子最大限度地发展语言。

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Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading

The present study aimed to explore the specific components of home literacy resources (HLR) and parental behaviours during shared book reading (SBR) that may contribute to the language development of Chinese-speaking hearing-impaired children. A total of 90 Chinese-speaking hearing-impaired children aged 3 to 6 years, along with their parents, participated in this study. Following the design of previous studies, we required the parents to complete a questionnaire regarding HLR and parental SBR behaviours, and their hearing-impaired children received a standardised language test. The results showed that such HLR components as storybook capacity at home, weekly frequency of SBR, duration per SBR session, starting age of SBR, and the parental SBR behaviour, parent and child discussing opinions with each other, could significantly account for an additional portion of the variance in children's receptive, expressive, and overall language beyond the demographic variables. It is thus recommended that clinicians share this evidence-based information with parents who have hearing-impaired children to help their children develop language to their fullest potential.

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来源期刊

Child Language Teaching & Therapy Multiple-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Language Teaching and Therapy is an international peer reviewed journal which aims to be the leading inter-disciplinary journal in the field of children"s spoken and written language needs. The journal publishes original research and review articles of high practical relevance and which emphasise inter-disciplinary collaboration. Child Language Teaching and Therapy publishes regular special issues on specific subject areas and commissions keynote reviews of significant topics. The readership of the journal consists of academics and practitioners across the disciplines of education, speech and language therapy, psychology and linguistics.