Study On The Intervention Effect Of Mind Mapping Teaching On Literacy Ability In Children With Auditory Disorders

Literacy is the basis of reading and writing,which is closely related to individual study,work and life.Due to hearing loss,children with hearing impairment show poor language environment,low basic listening,speaking,reading and writing ability,low literacy efficiency and weak literacy ability,which brings a lot of inconvenience to their study and work.Improving the literacy ability of children with hearing disorders will help them to adapt to the development of The Times and better integrate into social life.The teaching of mind mapping visually presents the three elements of sound,shape and meaning of Chinese characters through lines,colors and graphics,which is in line with the characteristics of visual advantages and image thinking of children with auditory disorders,and can stimulate children’s interest in literacy and improve their literacy ability.The important indicators to investigate the literacy ability of children with auditory disorders are pronunciation,pronunciation and understanding the meaning of words.This study used mind mapping teaching to intervene on the effects of literacy in children with auditory disorders.Three second-grade auditory impaired students from a special education school were selected as the experimental subjects,Select a Chinese teacher from a deaf school as the interview object;Using the single-subject experiment method and the interview method,The thinking map reflecting the three elements of sound,shape and meaning of Chinese characters runs through the whole process of literacy teaching;Using the self-compiled Literacy Assessment Test " as a research tool,The literacy ability of children with auditory disorders was measured by the scores of phonetic matching ability,listening(seeing)sketching ability and word group ability,At the same time,the self-compiled Evaluation Results Record Form was used to sort out the scores of all dimensions of the subjects in the baseline period,intervention expectation and maintenance period,Using a visual analysis combined with the interview data,To study the intervention effect of mind mapping literacy teaching on literacy in children with auditory disorders.This study draws the following conclusions: mind mapping teaching has an immediate and maintenance effect on improving the literacy ability in children with auditory disorders,and the immediate effect is better than the maintenance effect.There are differences in the intervention effects of mind mapping teaching on audio and word matching ability,listening to(see)sketching ability and word group ability of children with auditory disorders.The intervention effect presented is in the order of audio and word matching ability> listening to(see)sketching ability> and the ability to read words.Mind mapping teaching has individual differences in the effectiveness of the intervention to improve literacy in children with auditory disorders.Based on the research conclusion,the following educational suggestions are put forward: the literacy teaching of thinking mapping should fully consider the cognitive characteristics of children with hearing disorders;thought mapping should be reasonably applied in all link of literacy teaching of children with hearing disorders;mind mapping should reflect the three elements of Chinese characters in the literacy teaching of children with hearing disorders;and use thinking mapping to stimulate the literacy interest of children with hearing disorders.