聋哑儿童的计算机语音阅读训练：随机对照试验,Journal of Speech, Language, and Hearing Research

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聋哑儿童的计算机语音阅读训练：随机对照试验
Journal of Speech, Language, and Hearing Research ( IF 2.2 ) Pub Date : 2019-07-23 , DOI: 10.1044/2019_jslhr-h-19-0073
Hannah Pimperton _{1,

2} , Fiona Kyle ₃ , Charles Hulme ₄ , Margaret Harris ₅ , Indie Beedie _{1,

2} , Amelia Ralph-Lewis _{1,

2} , Elizabeth Worster ₁ , Rachel Rees ₆ , Chris Donlan ₆ , Mairéad MacSweeney _{1,

2}

Affiliation

目的我们在一项随机对照试验中开发并评估了计算机化语音阅读训练计划，以确定（a）是否有可能对聋哑儿童进行语音阅读训练，以及（b）语音阅读训练是否会提高语音和阅读技能。先前的研究表明语音阅读和阅读技能之间存在关系，并进一步表明这种关系可能是通过改进的语音表征来调节的。这很重要，因为许多聋哑儿童发现学习阅读非常具有挑战性。方法66 名 5 至 7 岁聋哑儿童被随机分配到语音阅读和数学训练组。每个培训计划由每天 10 分钟的课程组成，每周 4 天，持续 12 周。在训练前、训练后立即以及训练后 3 个月和 11 个月对儿童进行了一系列语言和读写能力评估。结果我们发现，与完成数学培训的参与者相比，完成演讲阅读培训的参与者在演讲阅读主要结果衡量方面没有显着的好处。然而，在语音阅读训练组中，在语音阅读的次要指标之一上观察到明显更大的收益。还有一些证据表明语音阅读训练对语音表征有有益的影响。然而，这些影响较弱。没有发现文字阅读有什么好处。结论聋哑儿童的语音阅读能力是可以训练的。然而，为了支持早期阅读，培训可能需要更长的时间或嵌入更广泛的识字计划中。尽管如此，一种可以提高语音阅读能力的训练工具可能会引起聋哑儿童工作的专业人士的极大兴趣。补充材料

https://doi.org/10.23641/asha.8856356

"点击查看英文标题和摘要"

Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial

Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material

https://doi.org/10.23641/asha.8856356

更新日期：2019-07-23

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