Semantic Classification Of Hearing-Impaired Children And Its Intervention

Due to the limited information received,many hearing-impaired children have difficulty learning to read.Similarly,the development of the semantic classification of most children has been postponed due to difficulties in language(including sign language).This is especially true for hearing-impaired children who have grown up in ordinary families.Because the acquisition of sign language seems to be a daunting task for sound teachers who listen to parents and children with hearing impairments.However,in daily life,the vast majority of hearing-impaired children use sign language to communicate.In addition,semantic classification may play a more important role in the reading comprehension of hearing-impaired children than ordinary children.For these existing problems,the semantic classification features of children with hearing impairment are experimentally studied.In order to obtain the characteristics of the semantic classification of children with hearing impairment in Chinese learning,and to intervene.In order to guide the teaching of Chinese language in deaf schools,this has important implications for the language development of children with hearing impairment.This study uses semantic classification operations.There were three experiments.All the first two experiments were performed with E-prime software.The third experiment was intervention.Experiment 1 adopts a research method of semantic classification operations to examine the semantic classification ability of hearing-impaired children under image and text conditions.The purpose is to investigate whether there are differences in the semantic classification of hearing-impaired children and ordinary children under image and text conditions and in There are no significant differences in the semantic classification of hearing-impaired children under these conditions.The second experiment is to explore the semantic classification features of the hearing impaired children’s upper and lower position words under the condition of writing.Experiment 3 is an intervention study to explore whether semantically trained children can be used to improve the semantic classification ability of hearing-impaired children under the condition of words.Through the analysis of experimental results and research discussions,this study draws the following conclusions:1.The children with hearing impairment have weaker semantic classification ability than hearing children.In addition,the semantic classification of hearing-listening children under the conditions of text and pictures is similar,but the semantic classification ability of hearing-impaired children under text conditions is weaker than the semantic classification ability under picture conditions.2.The ability of hearing-impaired children to semantically classify words in the upper and lower position under the condition of words is weaker than hearing children.And hearing-impaired children’s ability to respond to superordinate words is better than reaction time to hyponym.3.Through semantic network interventions,children with hearing impairment have improved their semantic classification.