人类讲/听模式依次经听、讲、读、写四种相互沟通的技能得以发展,构成初级言语形成和发展的基础。在听力损害儿童中,这种讲/听模式的损害影响了言语技能所涉及的诸多方面,造成其发育迟缓和社交能力降低。通常,沿用初级读物可以提高其熟练程度,却难以反映这类儿童的学习成绩,而经典读物则又不适合其趣味水平。言语体验教学法(LEA)为目前用于提高阅读技能的三种常用方法之一,该法运用儿童指定的言语内容作为阅读材料,经循徐渐进的方式加以课堂实施以提高这种儿童的听、讲、读、写能力和学习动机及兴趣。其间,Coley和Bockmiller强调言语游戏尚可提供一种表达思想并积极参与言语应用的机会。在运用LEA过程中,Carsetti推荐音乐和言 Human speaking / listening mode is followed by listening, speaking, reading and writing skills to communicate with each other to develop and form the basis for the formation and development of primary language. In hearing-impaired children, this impairment of speaking / listening patterns affects many aspects of speech skills, resulting in their stunting and diminished social skills. Usually, the use of primary reading can improve their proficiency, but it is difficult to reflect the academic performance of such children, while the classic reading is not suitable for their level of taste. Speech Experience Teaching (LEA) is one of three common methods currently used to improve reading skills. It uses children’s designated speech content as reading material and is implemented in a gradual manner to improve the listening , Speaking, reading and writing ability and learning motivation and interest. In the meantime, Coley and Bockmiller emphasize that speech games offer an opportunity to express their ideas and actively participate in speech applications. In the process of using LEA, Carsetti recommends music and words