Hearing Impaired Chinese Reading Ability Of Primary And Secondary Research

Reading was a process that obtained information from written material and affected reader from many aspects. Reading ability referred to discriminating and understanding written language, and transferring it into a meaningful language. Reading and reading ability were hot topics focused and lasted in psychology field. They were also the key points in mental and educational research of hearing impaired students.This study was of great value and enlightenment to the educational psychology of hearing impaired students. The study on reading ability and reading law could improve teaching quality of school for the deaf, especially for Chinese teaching. The study could promote the achievement of an undertaking of school for the deaf Chinese teaching's aims, improvement in Chinese reading ability and the quality of life. It could bring out with empirical evidence for compiling textbook, educational placement and educational diagnosis, provide some educational proposals, which helped school for the deaf to improve teaching methods and to develop parental education. It also opened up a new approach to effective communication between hearing impaired individuals and the hearings.The purpose of this study was to reveal the related factors, which affected hearing impaired students to achieve and develop Chinese reading ability. It was to assure the mental structure of Chinese reading ability of hearing impaired students and to probe the developmental characteristics. It was to discuss the supporting strategies that can indeed improve Chinese reading effect of hearing impaired students in reading material with different difficulty levels. In detail, the study included:The first study A study on related factors of Chinese reading ability of hearing impaired studentsAdopting questionnaire method and The Questionnaire on Related Factors of Chinese Reading Ability of Hearing Impaired Students (developed by researcher) for teachers surveyed Chinese teachers of 303 hearing impaired students in schools for the deaf and gained related data. The result of study was obtained through exploratory factor analysis (SPSS 10.0).The second study A study on mental structure and developmental characteristic of Chinese reading ability of hearing impaired studentsAdopting test method, observational method, interview method and the Chinese Reading Ability Test of Hearing Impaired Primary Students and the Chinese Reading Ability Test of Hearing Impaired Secondary Students (developed by researcher) respectively tested 112 hearing impaired primary students and 186 hearing impaired secondary students and obtained related data. With significance test of difference statistic method, mental structure of Chinese reading ability of hearing impaired students was revealed in the study.The third study A study on supporting strategies of Chinese reading ability of hearing impaired studentsAdopting test method, observational method and the Chinese Reading Supporting strategies Test of Hearing Impaired Primary Students and the Chinese Reading Supporting strategies Test of Hearing Impaired Students and the Chinese ReadingSupporting strategies Test of Hearing Impaired Secondary Students (developed by researcher) respectively tested 110 hearing impaired primary students and 188 hearing impaired secondary students and obtained related data. Though using analysis of variance statistic method, it discussed that the question supporting strategy, signal supporting strategy, outline supporting strategy and picture supporting strategy had influence on Chinese reading effect of hearing impaired students in reading material with different difficulty levels.The major findings in the above three studies were as following:1 .The development law of Chinese reading ability of hearing impaired students was coincidence with the hearing students, that was from low-level to high-level.2.The related factors of Chinese reading ability of hearing impaired students included comprehension ability, reading habit, motor skill, reading background, reading skill, basic per...