The Study On Auditory Comprehension Of Hearing-impaired Children

Auditory comprehension is the highest level of auditory skill development. It is the ultimate standard to measure the auditory function development of hearing-impaired children. It is the final goal of auditory training. Language hearing should be active to decode rather than a passive sense, it is a positive cognitive construction rather than pure acoustic facts. Therefore, the study on hearing-impaired children’s auditory comprehension can enrich the hearing-impaired children’s hearing rehabilitation theory, improve the hearing-impaired children’s cognitive and auditory speech development, and help them return to the mainstream of society better to participate in social life.This study adopts the zhao-ming huang, a professor at the establishment of the hearing- impaired children auditory comprehension evaluation sheet ", This study selects 90 hearing-impaired pupils for 3 to 5 years old who come from Tangshan city, Handan city, Cangzhou city in deaf schools as subjects. The test include three parts :One Factor terms, Two Factor terms and Three Factor terms. For hearing-impaired children and normal children in auditory comprehension and compares the differences of each dimension to describe the overall condition of hearing-impaired children’s hearing ability; And then discuss the hearing-impaired children in different physiological age, different hearing age, different hearing amplification device, and the degree of hearing loss on One Factor terms, Two Factor terms and Three Factor terms the development characteristic of auditory comprehension; Through regression analysis to explore the factors influencing the hearing-impaired children’s auditory comprehension.Conclusions are as follows:(1) Compared with normal children, hearing-impaired children’s the overall development level of auditory comprehension is still significantly lower. Relatively speaking, for One Factor terms, a class of words is relatively easy and five kinds of words is relatively difficult; For Two Factor terms, hearing-impaired children understand the prepositional words most difficult; Three ages comprehensively, for Three Factor terms, hearing impaired children understand parallel words the best, and understand dielectric object language is relatively poor.(2) Besides the difficulty of the language tasks, the degree of hearing loss and hearing age also influence hearing-impaired auditory comprehension. The lighter the degree of hearing loss is, the stronger the auditory comprehension is. On the contrary, the more serious the degree of hearing loss is, the weaker the auditory comprehension is. So the older the hearing-impaired children are, the higher the auditory comprehension scores are.In in-depth discussion of the paper, we discuss the influence the internal mechanism of hearing-impaired children’s auditory comprehension. Auditory deprivation effect reveals the relationship between the degree of hearing loss and auditory comprehension; For hearing-impaired children adopt effective early intervention, make them possess hearing age as soon as possible, will help the hearing-impaired children’s hearing function rehabilitation. In addition, the hearing-impaired children in verbal working memory span and short-term memory will show the decline in auditory comprehension when they face the task formed by difficult words.The education suggestions: create supporting environment to improve the level of hearing-impaired children’s auditory comprehension; Combine with hearing-impaired children’ scores in One Factor terms、Two Factor terms and Three Factor terms we should: Pay close attention to the hearing-impaired children’s physiological age; grasp the auditory comprehension key period and continue to consolidate; Pay attention to the importance of hearing age, play to the role of the amplification device completely, achieve early intervention.