听障儿童提示语干预的研究进展与启示  

Research Progress and Enlightenment of Cued Speech Intervention in Hearing-Impaired Children

作　　者：张春蝶 雷江华[1] ZHANG Chundie;LEI Jianghua(School of Education,Central China Normal University,Wuhan 430079;Shenzhen Nanshan District Longyuan School,Shenzhen Guangdong 518073)

机构地区：[1]华中师范大学教育学院,武汉430079 [2]深圳市南山区龙苑学校,广东深圳518073

出　　处：《现代特殊教育》2023年第12期24-30,16,共8页Modern Special Education

基　　金：广西教育学会特殊教育专业委员会专项课题“听障群体的视觉语言研究”(2021GXJYXHTJZWH002)的研究成果。

摘　　要：听障儿童因听觉器官的损伤或缺失,丧失了部分或全部的听觉功能,但往往可通过各种干预措施促进其沟通交往能力的发展,以便更好地融入社会。提示语作为干预方法之一,在口语信息的准确获取方面发挥着重要作用。通过梳理提示语特点的相关研究,分析提示语对听障儿童唇读能力、阅读能力及拼写能力干预的有效性,总结早期提示语经验、人工耳蜗辅助技术、家庭早期参与等因素对提示语干预的影响,以期在加深提示语认识的基础上为听障儿童的干预训练提供参考。Hearing impaired children have lost some or all of their hearing functions due to the damage or loss of hearing organs,but they can promote their ability to communicate and integrate into society through various interventions.As one of the intervention methods,the cued speech plays an important role in the accurate acquisition of spoken language.Therefore,this paper reviewed the relevant research on the characteristics of cued speech,analyzed the effectiveness of cued speech in lipreading,reading and spelling of children with hearing impairment,and finally summarized the influence of early cued speech experience,cochlear implant assistance technology,early family involvement and other factors on cued speech intervention in order to provide reference for the intervention training for hearing-impaired children on the basis of deepening the understanding of cued speech.

关 键 词：听障儿童 提示语干预 唇读 早期提示语经验 人工耳蜗辅助技术 家庭早期参与 

分 类 号：G762[文化科学—特殊教育学]