听力障碍儿童的语言发展研究进展
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摘要
听力障碍儿童语言存在发展不良。口头语发展滞后,表现在语音、语法和语用三个方面;书面语存在理解和表达困难;手势语发展正常,但对听力障碍儿童的口头语和书面语产生不同的影响。本文根据儿童语言的发展规律对医学、言语以及家庭等干预措施进行总结,以期为听力障碍儿童语言发展研究和干预提供参考。
The language of hearing-impaired children is poorly developed. There is a lagging development of spoken language,which is manifested in pronunciation, grammar and pragmatics. Written language has difficulties in understanding and expression. Sign language develops normally, but it affects the spoken and written language of hearing-impaired children. This paper summarized the interventions, such as medicine, speech and family, according to the law of language development of children, in order to provide reference for the study and intervention of language development for hearingimpaired children.
The language of hearing-impaired children is poorly developed. There is a lagging development of spoken language,which is manifested in pronunciation, grammar and pragmatics. Written language has difficulties in understanding and expression. Sign language develops normally, but it affects the spoken and written language of hearing-impaired children. This paper summarized the interventions, such as medicine, speech and family, according to the law of language development of children, in order to provide reference for the study and intervention of language development for hearingimpaired children.
引文
[1]方俊明.特殊教育学[M].北京:人民教育出版社, 2005:558.
[2]第二次全国残疾人抽样调查领导小组,中华人民共和国国家统计局. 2006年第二次全国残疾人抽样调查主要数据公报[J].中国康复理论与实践, 2006, 12(12):1013.
[3] Sahlén B, Hansson K. Novel word learning and its relation to working memory and language in children with mild-to-moderate hearing impairment and children with specific language impairment[J]. J Multiling Commun Disord, 2006, 4(2):95-107.
[4] Wolff A B, Thatcher R W. Cortical reorganization in deaf children[J]. J Clin Exp Neuropsychol, 1990, 12(2):209-221.
[5] Lieu J E, Tye-Murray N, Karzon R K, et al. Unilateral hearing loss is associated with worse speech-language scores in children:a case-control study[J]. Pediatrics, 2010, 125(6):e1348-e1355.
[6]林海英,朱月情,王超,等. 1~3岁听障儿童与健听儿童语言发展对比研究[J].中国听力语言康复科学杂志, 2017, 15(4):274-277.
[7]高晓慧,万勤,惠芬芬,等.不同语言任务下4-7岁听障儿童的言语流畅性特征[J].中国特殊教育, 2015(10):27-32.
[8] van Beijsterveldt L M, van Hell J G. Evaluative expression in deaf children's written narratives[J]. Int J Lang Commun Disord, 2009, 44(5):675-692.
[9] Ortiz I R, Roche J M. The efficiency of information transmission of sign and spoken language[J]. Am Ann Deaf, 2008, 152(5):480-494.
[10] Lloyd D J, Lieven E, Arnold P. The oral referential communication skills of hearing-impaired children[J]. Deafness Educ Int, 2005, 7(1):22-42.
[11] Daneshmandan N, Borghei P. Speech intelligibility development in severe to profound hearing-impaired children and establishment of a data collection for early intervention in hearing-impaired children[J]. Acta Medica Iranica, 2007, 45(1):35-42.
[12]张伟锋,赖晓彤. 10例听障儿童构音语音能力评估及康复[J].中国听力语言康复科学杂志, 2018, 16(1):47-50.
[13]夏静宇,管燕平,薛永强. 4.5~5.5岁聋儿与正常儿童语音清晰度的比较[J].中国康复理论与实践, 2012, 18(8):707-709.
[14] Ertmer D J. Relationships between speech intelligibility and word articulation scores in children with hearing loss[J]. J Speech Lang Hear Res, 2010, 53(5):1075-1086.
[15]张磊,韩秀华,汪梅梅. 4~6岁听障儿童连续语音清晰度的研究[J].听力学及言语疾病杂志, 2019, 27(2):148-151.
[16] Coene M, Govaerts P J. The development of oral language in children with bilateral hearing loss:from speech perception to morphosyntax[J]. Lingua, 2014, 139:1-9.
[17] Golestani S D, Jalilevand N, Kamali M. A comparison of morpho-syntactic abilities in deaf children with cochlear implant and 5-year-old normal-hearing children[J]. Int J Pediatr Otorhinolaryngol, 2018, 110:27-30.
[18]李尚生.汉语的特殊性对听障儿童语言发展的作用[J].泉州师范学院学报, 2000(5):38-40.
[19] Nicholas J G, Geers A E. Hearing status, language modality,and young children's communicative and linguistic behavior[J]. J Deaf Stud Deaf Educ, 2003, 8(4):422-437.
[20]贺利中.听觉障碍儿童言语行为发展研究[J].教育理论与实践, 2009, 29(30):54-56.
[21]彭聃龄.普通心理学[M]. 4版.北京:北京师范大学出版社,2012:334.
[22]王敬欣.聋人和听力正常人语言理解和生成的实验研究[J].中国特殊教育, 2000(1):10-14.
[23] Antia S D, Reed S, Kreimeyer K H. Written language of deaf and hard-of-hearing students in public schools[J]. J Deaf Stud Deaf Educ, 2005, 10(3):244-255.
[24]刘卿.九年制聋校毕业生书面语言能力发展研究——以南京特教学院2007-2009年聋生语文升学试卷分析为例[J].中国特殊教育, 2010(6):29-34.
[25]刘晓明.听障大学生阅读理解监控的眼动研究[J].中国特殊教育, 2012(1):20-24.
[26]冯建新.聋童与正常儿童中文阅读信息加工过程的比较研究[D].北京:中国科学院心理研究所, 2000.
[27] Kyle F E, Harris M. Predictors of reading development in deaf children:a 3-year longitudinal study[J]. J Exp Child Psychol, 2010, 107(3):229-243.
[28] Barajas C, González-Cuenca A M, Carrero F. Comprehension of texts by deaf elementary school students:the role of grammatical understanding[J]. Res Dev Disabil, 2016, 59:8-23.
[29] Wauters L N, Bon W H J V, Tellings A E J M. Reading comprehension of Dutch deaf children[J]. Read Writ, 2006, 19(1):49-76.
[30]高彦怡.聋哑学生汉语书面语表达问题分析及其教学对策[D].长春:吉林大学, 2008.
[31]贺荟中.聋生与听力正常学生语篇理解过程的认知比较[D].上海:华东师范大学, 2003.
[32]肖李娟.听障初中生写作能力及其影响因素研究[D].重庆:西南大学, 2012.
[33] Wu C M, Ko H C, Chen Y A, et al. Written language ability in Mandarin-speaking children with cochlear implants[J].Biomed Res Int, 2015, 2015:282164.
[34] Edwards L, Figueras B, Mellanby J, et al. Verbal and spatial analogical reasoning in deaf and hearing children:the role of grammar and vocabulary[J]. J Deaf Stud Deaf Educ, 2011, 16(2):189-197.
[35] González A M, Silvestre N, Linero M J, et al. Tecnologías auditivas actuales y desarrollo gramatical infantile[J]. Acta otorrinolaringol, 2018, 69(5):268-274.
[36]刘杰,卢海丹.聋生语法错误类型调查报告及分析[J].中国听力语言康复科学杂志, 2007, 5(4):60-61.
[37]沈秀荣.听障学生通用手语使用特征的调查与分析[J].南京特教学院学报, 2014(2):21-23.
[38] MacSweeney M, Woll B, Mcguire P K, et al. Neural systems underlying British Sign Language and audio-visual English processing in native users[J]. Brain, 2002, 125(Pt7):1583-1593.
[39]方俊明,何大芳.中国聋人手语脑功能成像的研究[J].中国特殊教育, 2003(2):52-59.
[40] Boudreault P, Mayberry R I. Grammatical processing in American sign language:age of first-language acquisition effects in relation to syntactic structure[J]. Lang Cogn Process,2006, 21(5):608-635.
[41] Seal B C, Nussbaum D B, Belzner K A, et al. Consonant and sign phoneme acquisition in signing children following cochlear implantation[J]. Cochlear Implants Int, 2011, 12(1):34-43.
[42] Freel B L, Clark M D, Anderson M L, et al. Deaf individuals'bilingual abilities:American sign language proficiency, reading skills, and family characteristics[J]. Psychology, 2011, 2(1):18-23
[43]陈穗清,张积家,邓碧琳,等.手语和汉语句法差异对听障学生认知的影响[J].中国听力语言康复科学杂志, 2013, 11(3):207-210.
[44]陈攀.书面语教学对聋生句子结构完整性影响的研究[J].绥化学院学报, 2014, 34(10):60-62.
[45]丁国盛,李妍妍.聋人早期手语经验对脑功能及结构的塑造作用[J].心理科学进展, 2012, 20(3):328-337.
[46]王娜,杜巧新.听障儿童听觉言语能力影响因素的研究[J].中国康复理论与实践, 2011, 17(4):372-374.
[47] Fulcher A, Purcell A A, Baker E, et al. Listen up:children with early identified hearing loss achieve age-appropriate speech/language outcomes by 3 years-of-age[J]. Int J Pediatr Otorhinolaryngol, 2012, 76(12):1785-1794.
[48] Kasai N, Fukushima K, Omori K, et al. Effects of early identification and intervention on language development in Japanese children with prelingual severe to profound hearing impairment[J]. Ann Otol Rhinol Laryngol Suppl, 2012, 202:16-20.
[49] Shojaei E, Jafari Z, Gholami M. Effect of early intervention on language development in hearing-impaired children[J]. Iran J Otorhinolaryngol, 2016, 28(84):13-21.
[50]许政援.三岁前儿童语言发展的研究和有关的理论问题[J].心理发展与教育, 1996(3):3-13.
[51]杨影,孙喜斌.新生儿听力筛查、诊断、早期干预的影响因素[J].听力学及言语疾病杂志, 2014, 22(1):105-108.
[52] Lin H C, Yang C C, Chiang Y W, et al. Effect of identification and intervention age on language development for mandarin-speaking deaf children with high family involvement[J].Int J Pediatr Otorhinolaryngol, 2011, 75(3):409-414.
[53]张风华,金星明,沈晓明,等.听力障碍婴幼儿语言、语音及认知的早期干预[J].中华医学杂志, 2006, 86(40):2836-2840.
[54]曹莉,杨凡云,宋蕾,等.家庭康复模式对小龄听障儿童听觉语言能力发展的影响[J].中国听力语言康复科学杂志, 2017,15(3):209-212.
[55]李永勤,林海英,刘巧云.听障儿童听觉语言康复效果影响因素分析[J].中国听力语言康复科学杂志, 2015, 13(6):472-474.
[2]第二次全国残疾人抽样调查领导小组,中华人民共和国国家统计局. 2006年第二次全国残疾人抽样调查主要数据公报[J].中国康复理论与实践, 2006, 12(12):1013.
[3] Sahlén B, Hansson K. Novel word learning and its relation to working memory and language in children with mild-to-moderate hearing impairment and children with specific language impairment[J]. J Multiling Commun Disord, 2006, 4(2):95-107.
[4] Wolff A B, Thatcher R W. Cortical reorganization in deaf children[J]. J Clin Exp Neuropsychol, 1990, 12(2):209-221.
[5] Lieu J E, Tye-Murray N, Karzon R K, et al. Unilateral hearing loss is associated with worse speech-language scores in children:a case-control study[J]. Pediatrics, 2010, 125(6):e1348-e1355.
[6]林海英,朱月情,王超,等. 1~3岁听障儿童与健听儿童语言发展对比研究[J].中国听力语言康复科学杂志, 2017, 15(4):274-277.
[7]高晓慧,万勤,惠芬芬,等.不同语言任务下4-7岁听障儿童的言语流畅性特征[J].中国特殊教育, 2015(10):27-32.
[8] van Beijsterveldt L M, van Hell J G. Evaluative expression in deaf children's written narratives[J]. Int J Lang Commun Disord, 2009, 44(5):675-692.
[9] Ortiz I R, Roche J M. The efficiency of information transmission of sign and spoken language[J]. Am Ann Deaf, 2008, 152(5):480-494.
[10] Lloyd D J, Lieven E, Arnold P. The oral referential communication skills of hearing-impaired children[J]. Deafness Educ Int, 2005, 7(1):22-42.
[11] Daneshmandan N, Borghei P. Speech intelligibility development in severe to profound hearing-impaired children and establishment of a data collection for early intervention in hearing-impaired children[J]. Acta Medica Iranica, 2007, 45(1):35-42.
[12]张伟锋,赖晓彤. 10例听障儿童构音语音能力评估及康复[J].中国听力语言康复科学杂志, 2018, 16(1):47-50.
[13]夏静宇,管燕平,薛永强. 4.5~5.5岁聋儿与正常儿童语音清晰度的比较[J].中国康复理论与实践, 2012, 18(8):707-709.
[14] Ertmer D J. Relationships between speech intelligibility and word articulation scores in children with hearing loss[J]. J Speech Lang Hear Res, 2010, 53(5):1075-1086.
[15]张磊,韩秀华,汪梅梅. 4~6岁听障儿童连续语音清晰度的研究[J].听力学及言语疾病杂志, 2019, 27(2):148-151.
[16] Coene M, Govaerts P J. The development of oral language in children with bilateral hearing loss:from speech perception to morphosyntax[J]. Lingua, 2014, 139:1-9.
[17] Golestani S D, Jalilevand N, Kamali M. A comparison of morpho-syntactic abilities in deaf children with cochlear implant and 5-year-old normal-hearing children[J]. Int J Pediatr Otorhinolaryngol, 2018, 110:27-30.
[18]李尚生.汉语的特殊性对听障儿童语言发展的作用[J].泉州师范学院学报, 2000(5):38-40.
[19] Nicholas J G, Geers A E. Hearing status, language modality,and young children's communicative and linguistic behavior[J]. J Deaf Stud Deaf Educ, 2003, 8(4):422-437.
[20]贺利中.听觉障碍儿童言语行为发展研究[J].教育理论与实践, 2009, 29(30):54-56.
[21]彭聃龄.普通心理学[M]. 4版.北京:北京师范大学出版社,2012:334.
[22]王敬欣.聋人和听力正常人语言理解和生成的实验研究[J].中国特殊教育, 2000(1):10-14.
[23] Antia S D, Reed S, Kreimeyer K H. Written language of deaf and hard-of-hearing students in public schools[J]. J Deaf Stud Deaf Educ, 2005, 10(3):244-255.
[24]刘卿.九年制聋校毕业生书面语言能力发展研究——以南京特教学院2007-2009年聋生语文升学试卷分析为例[J].中国特殊教育, 2010(6):29-34.
[25]刘晓明.听障大学生阅读理解监控的眼动研究[J].中国特殊教育, 2012(1):20-24.
[26]冯建新.聋童与正常儿童中文阅读信息加工过程的比较研究[D].北京:中国科学院心理研究所, 2000.
[27] Kyle F E, Harris M. Predictors of reading development in deaf children:a 3-year longitudinal study[J]. J Exp Child Psychol, 2010, 107(3):229-243.
[28] Barajas C, González-Cuenca A M, Carrero F. Comprehension of texts by deaf elementary school students:the role of grammatical understanding[J]. Res Dev Disabil, 2016, 59:8-23.
[29] Wauters L N, Bon W H J V, Tellings A E J M. Reading comprehension of Dutch deaf children[J]. Read Writ, 2006, 19(1):49-76.
[30]高彦怡.聋哑学生汉语书面语表达问题分析及其教学对策[D].长春:吉林大学, 2008.
[31]贺荟中.聋生与听力正常学生语篇理解过程的认知比较[D].上海:华东师范大学, 2003.
[32]肖李娟.听障初中生写作能力及其影响因素研究[D].重庆:西南大学, 2012.
[33] Wu C M, Ko H C, Chen Y A, et al. Written language ability in Mandarin-speaking children with cochlear implants[J].Biomed Res Int, 2015, 2015:282164.
[34] Edwards L, Figueras B, Mellanby J, et al. Verbal and spatial analogical reasoning in deaf and hearing children:the role of grammar and vocabulary[J]. J Deaf Stud Deaf Educ, 2011, 16(2):189-197.
[35] González A M, Silvestre N, Linero M J, et al. Tecnologías auditivas actuales y desarrollo gramatical infantile[J]. Acta otorrinolaringol, 2018, 69(5):268-274.
[36]刘杰,卢海丹.聋生语法错误类型调查报告及分析[J].中国听力语言康复科学杂志, 2007, 5(4):60-61.
[37]沈秀荣.听障学生通用手语使用特征的调查与分析[J].南京特教学院学报, 2014(2):21-23.
[38] MacSweeney M, Woll B, Mcguire P K, et al. Neural systems underlying British Sign Language and audio-visual English processing in native users[J]. Brain, 2002, 125(Pt7):1583-1593.
[39]方俊明,何大芳.中国聋人手语脑功能成像的研究[J].中国特殊教育, 2003(2):52-59.
[40] Boudreault P, Mayberry R I. Grammatical processing in American sign language:age of first-language acquisition effects in relation to syntactic structure[J]. Lang Cogn Process,2006, 21(5):608-635.
[41] Seal B C, Nussbaum D B, Belzner K A, et al. Consonant and sign phoneme acquisition in signing children following cochlear implantation[J]. Cochlear Implants Int, 2011, 12(1):34-43.
[42] Freel B L, Clark M D, Anderson M L, et al. Deaf individuals'bilingual abilities:American sign language proficiency, reading skills, and family characteristics[J]. Psychology, 2011, 2(1):18-23
[43]陈穗清,张积家,邓碧琳,等.手语和汉语句法差异对听障学生认知的影响[J].中国听力语言康复科学杂志, 2013, 11(3):207-210.
[44]陈攀.书面语教学对聋生句子结构完整性影响的研究[J].绥化学院学报, 2014, 34(10):60-62.
[45]丁国盛,李妍妍.聋人早期手语经验对脑功能及结构的塑造作用[J].心理科学进展, 2012, 20(3):328-337.
[46]王娜,杜巧新.听障儿童听觉言语能力影响因素的研究[J].中国康复理论与实践, 2011, 17(4):372-374.
[47] Fulcher A, Purcell A A, Baker E, et al. Listen up:children with early identified hearing loss achieve age-appropriate speech/language outcomes by 3 years-of-age[J]. Int J Pediatr Otorhinolaryngol, 2012, 76(12):1785-1794.
[48] Kasai N, Fukushima K, Omori K, et al. Effects of early identification and intervention on language development in Japanese children with prelingual severe to profound hearing impairment[J]. Ann Otol Rhinol Laryngol Suppl, 2012, 202:16-20.
[49] Shojaei E, Jafari Z, Gholami M. Effect of early intervention on language development in hearing-impaired children[J]. Iran J Otorhinolaryngol, 2016, 28(84):13-21.
[50]许政援.三岁前儿童语言发展的研究和有关的理论问题[J].心理发展与教育, 1996(3):3-13.
[51]杨影,孙喜斌.新生儿听力筛查、诊断、早期干预的影响因素[J].听力学及言语疾病杂志, 2014, 22(1):105-108.
[52] Lin H C, Yang C C, Chiang Y W, et al. Effect of identification and intervention age on language development for mandarin-speaking deaf children with high family involvement[J].Int J Pediatr Otorhinolaryngol, 2011, 75(3):409-414.
[53]张风华,金星明,沈晓明,等.听力障碍婴幼儿语言、语音及认知的早期干预[J].中华医学杂志, 2006, 86(40):2836-2840.
[54]曹莉,杨凡云,宋蕾,等.家庭康复模式对小龄听障儿童听觉语言能力发展的影响[J].中国听力语言康复科学杂志, 2017,15(3):209-212.
[55]李永勤,林海英,刘巧云.听障儿童听觉语言康复效果影响因素分析[J].中国听力语言康复科学杂志, 2015, 13(6):472-474.