An Eye Movement Study On The Subjective Reasoning Of Narrative Discourse In Hearing Impaired Students

Reading has become the main way people get information, and for how much the degree of understanding of the article, is able to clearly understand the thinking of the author wanted to express is essential. It is well known due to the lack of hearing-impaired students in the auditory organ, and thus their ability in all aspects of both the existence of certain deficiencies in the use of paper is already hearing students on the basis of research for the hearing-impaired students in narrative discourse Research topics reasoning process of the whole process and reading the characteristics and capabilities of.In this paper, a total of three experiments, respectively, from the two aspects of internal and external factors to consider research. By comparing the experimental one hearing impaired students and hearing students’differences in terms of the theme of reasoning, combined with previous studies, in order to confirm that affect working memory span for the hearing-impaired student theme reasoning is there. Experimental results show that working memory span is affecting the hearing impaired a factor student thematic inferences processing and working memory span the higher is produced to promote the immediate topic reasoning role, and confirmed high working memory span of hearing-impaired students to read the effect is significant higher than the low working memory span of hearing-impaired students’ reading results. Experiment two working memory span, reading skills for hearing impaired students produce instant theme reasoning is influential. In essence, the hearing-impaired students to be tested as a separate comparison and analysis, the ability to read the introduction of this new argument, reasoning ability analyze themes hearing-impaired students in working memory span and reading ability in both of them exists the interaction. Experimental results show that the effect of the interaction terms only appear in the reading, and listening to low working memory span and low reading ability impaired performance of the students is particularly evident in one of two factors only between the higher reading each other’s effects the difference is not obvious, but two factors are higher reading test results are significantly higher than the other three subjects. Third discourse experiment with different settings for the hearing-impaired students to produce instant theme reasoning. A study from external factors, the study that the central purpose of discourse and discourse of the presence or absence of the subject. Results of the study show that the information given by the discourse is more conducive to a comprehensive hearing-impaired students generated topics reasoning. In the above three experiments, we found the hearing impaired students’ reading process, more single track eye movement, skipping phenomenon is basically non-existent, for lack of ability to grasp the focus of discourse, reading hotspots basically covering the whole articles discourse, and not necessarily the appropriate use of reading strategies and skills, some hearing-impaired students choose to use a lot of reading time to improve reading achievement ways. Conclusions:Working memory span is a factor in hearing impaired students in the subject of narrative discourse inference processing effects; working memory span and hearing-impaired students in reading narrative discourse theme reasoning process there is interaction among; differences in the content of discourse set of factors is hearing-impaired students in the subject of narrative discourse inference processing effects.