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本研究应用测验法探讨听觉障碍中学生在适宜水平和较难的材料阅读中,使用问题辅助阅读、图示辅助阅读、标记辅助阅读以及提纲辅助阅读策略对阅读效果的影响。研究结果表明:听觉障碍中学生在适宜难度材料阅读中问题辅助阅读、图示辅助阅读成绩较好;在较难材料阅读中提纲辅助阅读、标记辅助阅读的效果较好;使用不同的阅读策略时年级因素、难度因素以及性别因素部分表现出主效应显著和交互作用明显。本研究结果对提高阅读效率,指导学校和家庭选择适合听觉障碍儿童的阅读材料、教学方法和学习方法具有现实意义。
This study uses the test method to explore the impact of hearing impairment secondary school students on the appropriate level and more difficult to read the material, the use of auxiliary reading, graphic auxiliary reading, marking auxiliary reading and reading comprehension strategies to read the effect. The results show that: the hearing impaired middle school students in the difficulty of reading materials in the auxiliary reading, pictorial auxiliary reading results better; in the more difficult reading material outline supplementary reading, marking auxiliary reading better; using different reading strategies when the grade Factors, difficulty factors and gender factors showed significant effect and interaction obvious. The results of this study have practical significance to improve the reading efficiency, to guide the reading materials, teaching methods and learning methods of choosing suitable hearing impaired children in schools and families.