重度與極重度聽障學童讀話與相關因素之研究

SPEECHREADING PERFORMANCE AND ITS CORRELATES OF SEVERE AND PROFOUND HEARING IMPAIRED CHlLDREN

本研究以台北與台南某聽障資源教室與啟聰班之二、三年級重度與極重度聽障學童二十一人為樣本，主要是探討重度與極重度聽障學童在讀話中併用聽覺的效果，語文、非語文因素與讀話表現的關係以及各項讀話測驗彼此的關係。語文因素使用了六個項目：常用物品圖片的視覺序列記憶測驗、含有聲母或韻母的口形照片序列記憶測驗、國語及數學學業成績，以及根據國語課本編製的語文閉鎖測驗；非語文因素則包括五個項目：年齡、聽閾、學前訓練開始年紀、學前訓練為期多久以及視覺律動模仿測驗。研究結果如下：（一）北部二年級聽障學童讀話時併用聽覺會比單用視覺為佳，重度聽障者併用聽覺所得的助益比極重度聽障者高，並且句子讀話測驗所產生的增益比語詞的讀話測驗多。（二）與讀話表現負相關但未達顯著程度的非語文因素為聽閾，而年齡則與語詞性質的讀話測驗正相關（未達顯著水準），視覺律動模仿能力與數個讀話測驗成績有顯著之正相關。（三）與讀話正相關但未達顯著程度的語文因素有圖片視覺序列記憶能力、口形圖片序列記憶、三年級的國語數學成績，以及三年級語文閉鎖測驗。（四）語文與非語文因素彼此之關係達顯著水準的極少。（五）聽障學童各項讀話測驗的表現不相同，顯示這些讀話測驗不同質。

The purpose of this study was to investigate the effect of audio-vision on speech reading, the relationship of speechreading with language-related factors and non-language-related factors. Six scores were collected for the language-related factors: lip-picture sequential memory test, object-picture seqential memory test, grades of mathmetics and language, and language synthesized test. Five scores were collected for non-language-related factors: age, hearing threshold, the age when preschool training started, the length of preschool training, and the movement-imitation test. The 21 severe and profound hearing impaired subjects who were in their 2nd or 3rd grades were either students of a hearing-impaired-resourceroom in Taipei or students of a self-contained hearing impaired classroom in Tainan. The results showed the following. (1) The students in northern school performed better with audio-vision than with vision alone. Severe heari ng' impaired students profited more than profound impaired students from this effect. Also, the test material in the sentence-type produced higher benefit than the verbal-type. (2) Among the non-language-realted factors, age was positively related to the verbal type speech reading material, while hearing was negatively related to speechreading, although neither was singificant. The score of movement-imitation test was significantly related to speech reading performance. (3) Among the language-related factors, scores of lip-picture, object-picture sequential memory tests, third graders' scores for Chinese and Mathmetics, and languae synthesized scores were significantly correlated with speechreading. (4) The correlation between language-related and non-language-related factors were mostly non-signifcant. (5) The speech reading tests used in this study were not equivalent because the hearing impaired children performed differently in these tests.