Experimental Study On Speechreading Comprehension Skills Of Chinese For Students With Hearing Impairment

As the main approach for speech perception of visual information, speechreading is also an important part in speech rehabilitation training. Based on the perspective of psycholinguistics, the speechreading comprehension process of students with hearing impairment can be divided into three stages:perception, recognition and comprehension. The western study of speechreaing has constructed an integrated research system including speechreading perception, speechreading recognition and speechreading comprehension, while the domestic study still focuses on the former two areas, and little attention has been paid to the study of speechreading comprehension. This thesis will explore the speechreading comprehension skill on Chinese for students with hearing impairment by four researches, from three dimensions:Chinese characters, words and sentences, and focus on the effects of speech rehabilitation training, age, family communicative environment, auditory assistance and the time when hearing loss occurred to the speechreading comprehension skills of students with hearing impairment.The outcomes are as follows:? seeing from the different levels of Chinese, the speechreading comprehension skill for words is better than that for Chinese characters and sentences, to be specific, the order from high to low of the lipreading comprehension accurancy is word, Chinese character and sentence, and the order from fast to slow of the the lipreading comprension reaction speed is also word, Chinese character and sentence; ?speech rehabilitation training plays a positive role in the process of Chinese speechreading comprehension, and students with speech rehabilitation training perform better than those without;?ages has little relationship with the speechreading comprehension skills, which shows that the speechreading comprehension skills do not change with ages;the effect of family communicative environment to speechreading comprehension skills is significant, and students under the oral family communicative environment perform better than those under the non-oral environment; he effect of auditory assistance to speechreading comprehension skills is significant, and students with auditory assistance facilities performed better than those without; (?)he time that hearing loss occurred has significant influence to speechreading comprehension skills, and students with postlingual deafness perform better than those with prelingual deafness.There are still some aspects that needs to be extended: ?the research materials needs to be more specified and extend to the other dimensions of Chinese; ? the research design needs to take more factors into consideration;?the research subjects need to be extended to students with hearing impairment in different settings, in different educational stages and from different areas.