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首页> 外文学位 >A Comparison of the Performance of Hong Kong Hearing Impaired Students and Typically Developing Students on Oral Vocabulary Knowledge and Literacy Achievement.
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A Comparison of the Performance of Hong Kong Hearing Impaired Students and Typically Developing Students on Oral Vocabulary Knowledge and Literacy Achievement.

机译：比较香港听力障碍学生和典型成长学生在口语词汇知识和读写能力方面的表现。

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摘要

Vocabulary learning is an important part of the literacy development in children. Vocabulary knowledge is an important parameter to assess children's cognitive, language and reading abilities. In the past, some research studies suggested that pupils' vocabulary knowledge was related to reading comprehension and academic attainment. In most of the research studies, vocabulary knowledge was assessed as one variable and receptive and expressive vocabulary skills were rarely investigated separately. In Hong Kong pre-school children learn and use the Cantonese dialect to communicate. When children start formal schooling, they start to read and write with Modern Standard Chinese (MSC) which is based on Putonghua. Due to the differences between the Cantonese dialect and Modern Standard Chinese in terms and syntax, some students may have language confusion and experience difficulties in learning to read. For the unique situation faced by the Hong Kong students, there is a lack of systematic research in this aspect. Moreover, students with hearing impairment have more difficulties than their hearing counterparts. Research suggested that hearing impairment has a negative impact on their vocabulary and literacy development.;This research consisted of two parts. The purpose of Study One was to provide reference points of the three vocabulary tests (Cantonese Expressive Vocabulary Test, Modern Standard Chinese Vocabulary Receptive Test and Modern Standard Chinese Expressive Test) of the typically developing Students studying in Primary One for Study Two. The purposes of Study Two were to compare the vocabulary knowledge (including Cantonese Expressive Vocabulary, Cantonese Receptive Vocabulary, Modern Standard Chinese Expressive Vocabulary, Modern Standard Chinese Receptive Vocabulary and transformation of Cantonese with Modern Standard Chinese Vocabulary) and literacy abilities (include character naming, reading fluency and attainment) between hearing impaired students studying in Primary One and Two with typically developing students. There were two groups of subjects in Study Two. Group one comprised of forty-seven Primary One and seventeen Primary Two typically developing students without any special education needs. Group Two comprised of thirty hearing impaired students studying in Primary One and Two with mild to moderate severe hearing impairment, eighteen in Primary One and twelve in Primary Two.;The research findings are summarized as below: (1) The Primary One ordinary students demonstrated greater knowledge in expressive oral Cantonese vocabulary than Standard Chinese vocabulary. (2) The receptive and expressive oral vocabulary knowledge in both Cantonese and Modern Standard Chinese of hearing impaired pupils were significantly less than that of their ordinary peers. (3) Hearing impaired pupils' literacy ability including character reading, reading fluency and attainment was significantly lower than that of their hearing peers. (4) The receptive and expressive oral vocabulary knowledge in Cantonese and Modern Standard Chinese were correlated with literacy achievement include character reading, reading fluency and attainment. (5) Modern Standard Chinese Vocabulary knowledge was the best predictor of literacy abilities including character naming, reading fluency and academic attainment of average students while Cantonese receptive vocabulary was the best predictor of hearing impaired students' literacy achievement. (6) It was found that Modern Standard Chinese played a mediation role between Cantonese Receptive Vocabulary to influence literacy achievement.;The current research results have indicated that hearing impaired students' oral vocabulary knowledge have had a critical impact on the development of their literacy. The development the receptive and expressive abilities of the spoken language of the hearing impaired students are prerequisites for literacy development of these students. It is recommended that providing a rich language learning environment to the hearing impaired students would help developing their spoken language ability. It is suggested that auditory training, speech training and speech therapy services should be offered to hearing impaired students. Teachers should consider enriching hearing impaired students' oral language skills to facilitate their literacy development.
机译：词汇学习是儿童识字能力发展的重要组成部分。词汇知识是评估儿童的认知，语言和阅读能力的重要参数。过去，一些研究表明，学生的词汇知识与阅读理解和学业成绩有关。在大多数研究中，词汇知识被视为一种变量，接受和表达词汇的技能很少被单独研究。在香港，学龄前儿童学习和使用广东话进行交流。孩子们开始接受正规学校教育后，他们便开始使用基于普通话的现代标准汉语（MSC）进行读写。由于广东话与现代汉语的用语和句法不同，一些学生可能会感到语言混乱，在阅读方面会遇到困难。由于香港学生所面对的特殊情况，在这方面缺乏系统的研究。此外，听力障碍的学生比听力障碍的学生困难更多。研究表明，听力障碍对他们的词汇量和读写能力有负面影响。该研究包括两个部分。研究一的目的是为在第二学习的小一学习的典型发展中学生提供三种词汇测试（粤语表达性词汇测试，现代标准汉语词汇接受性测试和现代标准汉语表现性测试）的参考点。研究二的目的是比较词汇知识（包括粤语表达性词汇，粤语接受性词汇，现代标准汉语表现性词汇，现代标准汉语接受性词汇以及广东话与现代标准汉语词汇的转化）和识字能力（包括字符命名，在小学一年级和二年级学习的听力障碍学生与发展中的学生之间的阅读流利度和成就感。研究二中有两组受试者。第一组由四十七名小学生和十七名小学生组成，他们通常是发展中的学生，不需要任何特殊教育。第二组由三十名听力受损的学生组成，分别在小一和小二学习，患有轻度至中度重度听力障碍，小一十八和小二十二。研究结果总结如下：（1）小一普通学生表现出比标准中文词汇在表达广东话口语方面的知识要多。 （2）听力受损学生的广东话和现代标准汉语的接受和表达口语词汇知识均明显少于普通同龄人。 （3）听力受损的小学生的识字能力（包括字符阅读，阅读流利度和学识）明显低于其同龄人。 （4）粤语和现代汉语的接受性和表达性口语知识与识字能力相关，包括字符阅读，阅读流利度和素养。 （5）现代标准汉语词汇知识是普通识字能力（包括字符命名，阅读流利程度和学业成绩）的最佳预测指标，而广东话接受词汇是听力受损的学生识字成绩的最佳预测指标。 （6）发现现代普通话在广东话接受词汇之间起到中介作用，影响读写能力。目前的研究结果表明，听力受损的学生的口语词汇知识对他们的读写能力产生了至关重要的影响。听力障碍学生口语的接受能力和表达能力的发展是这些学生读写能力发展的前提。建议为有听力障碍的学生提供丰富的语言学习环境，将有助于他们提高口语能力。建议为听力障碍的学生提供听觉训练，言语训练和言语治疗服务。教师应考虑丰富听力障碍学生的口语技能，以促进他们的识字能力发展。

著录项

  • 作者

    Wan, Sung-chiu.;

  • 作者单位

    The Chinese University of Hong Kong (Hong Kong).;

  • 授予单位 The Chinese University of Hong Kong (Hong Kong).;
  • 学科 Education Elementary.;Education Reading.;Education Curriculum and Instruction.;Health Sciences Audiology.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 341 p.
  • 总页数 341
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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