The Study On The Relationship Between Cognitive Flexibility, Phonological Awareness And Reading Comprehension And Its Promote Research On Deaf Children

Reading is the main way for primary school students to understand nature and society,gain knowledge and experience,but deaf children has low reading and development speed due to language and hearing constraints.Cognitive flexibility is an ability to change existing thoughts and behaviors to adapt to new situations timely,as an important cognitive skill,it has an important impact on reading comprehension.Phonological awareness is one of the factors of phonological processing ability,and it is also closely related to reading comprehension.Cognitive flexibility,phonological awareness and vocabulary knowledge are the key factors affecting primary school student's reading comprehension,moreover the influence of various variables on reading comprehension is worth exploring.However,most of the previous relationship studies have focused on the normal hearing group.There are few researches on the deaf group,especially auditory disorder children.Therefore,it is necessary to explore the relationship between cognitive flexibility,phonological awareness and reading comprehension from the perspective of deaf children.This study focused on Deaf Primary School Students and Hearing Primary School Students in grades 4-6,of which 75 were in the deaf group and 77 were in the hearing-impaired group.This study consists of two studies,study 1 used the Wisconsin card sorting test,multiple classification card task,phonological awareness test,Peabody Picture Vocabulary Test,and primary school students' reading ability test to explore the cognitive flexibility,phonological awareness,vocabulary knowledge and reading comprehension of deaf children Development characteristics and the relationship between variables and reading comprehension.In the study2,25 fourth grade students were divided into experimental group and control group.Reading comprehension training based on graphophonological-semantic cognitive flexibility was conducted once a week for a total of 9 times.After the intervention,the experimental group and the control group were post-tested,and the posttest results of the two groups were compared.The results show:(1)The cognitive flexibility of deaf children develops with the growth of grades,and the level of development is lower than that of hearing children.Among them,the general-domain cognitive flexibility is less lagging compared to that of hearing children of the same age,the graphophonological-semantic cognitive flexibility is far behind compared with hearing children of the same age.Deaf children's phonological awareness increases with the growth of grade,The level was significantly lower than that of hearing children of the same age.(2)Graphophonological-semantic cognitive flexibility of deaf children can significantly predict reading comprehension,and the predictive effects are greater than the predictive effects of general-domain cognitive flexibility.Phonological awareness and vocabulary knowledge can positively predict the reading comprehension of deaf children.Graphophonological-semantic cognitive flexibility has the greatest predictive effect on the reading comprehension of deaf children,among general-domain cognitive flexibility,graphophonological-semantic cognitive flexibility,phonological awareness and vocabulary knowledge.(3)After the graphophonological-semantic cognitive flexibility training,deaf children's graphophonological-semantic cognitive flexibility and reading comprehension were improved significantly.