The Experimental Study About Illustration Effect Of Narratives On Reading Comprehension Of Deaf Students

The main idea of this paper is: based on the poor ability in deaf students' Chinese reading comprehension and ineffectiveness of Chinese reading instruction, we intend to improve deaf students' reading ability by the illustration effect. We select the narrative which is one of the most familiar literary styles in normal life as the reading style.This paper includes two parts. The first study is a comparative experimental study on illustration effect of deaf students and hearing-normal students. In practice,we choose 6--9 grade students from deaf schools and normal schools, and designthree kinds of reading materials including text-only material, pictures-only material and text with pictures material. The results show that deaf students achieve higher scores on text with pictures material than that on text-only material. Illustration help improving deaf students' reading ability on narrative. Further, by comparison, there is no difference in the reading scores on pictures-only material of two kinds of students.The second study is about illustration effect of narratives on readingcomprehension of deaf students. We choose 6--9 grade students from deaf schoolsand pretend to discuss how information and signals in illustration influence the reading comprehension of deaf students with different reading abilities. The results show that information and signals in illustration influence the reading comprehension of deaf students. To low reading ability students, illustrations with more information help them achieve higher reading scores. Further, kinds of signals in illustration have a greater effect on low reading ability students than to high reading ability students.The study provides the following suggestion to deaf school teachers: Firstly, teachers should attach importance to the illustration effect of narratives on reading comprehension of deaf students. Secondly, teachers may guide method of reading illustrations. Thirdly, according to students' different reading ability, teachers may use different illustrations in the text.