The Effect Of Repeated Reading On The Gaze Pattern, Story Comprehension And Narrative Ability Of Hearing Impaired And Hearing Children

Story comprehension and narrative skills are important cornerstones for the development of children's reading skills that they have a significant impact on their future academic performance.The development of hearing-impaired children's story comprehension and narrative ability lags behind that of normal hearing children.In the existing researches,most literatures compare the differences of story comprehension and narrative between the two groups,and there is a lack of researches on improving the story comprehension and narrative ability of this special group.Therefore,in order to explore and improve the development of narrative ability and story comprehension of hearing-impaired children,this study aims to explore the children's fixation on story elements during repeated reading,as well as the influence of repeated reading on story understanding and narrative ability of hearing-impaired children compared with hearing-impaired children.In this study,The researchers selected 10 hearing impaired children and 12 normal hearing children as subjects.Tobii XT300 eye tracker as a research tool.The experiment adopted a hybrid design of two factors.The study recorded their eye movements on the story elements in the picture,and examined the changes in the story comprehension and narrative abilities of hearing-impaired and hearing children under different reading times.The results are as follows :(1)There was a difference between the two groups in the character element.With the increase of repeated reading,the children's fixation time of the characters decreased gradually.There was no change in the fixation time of the hearing-impaired children to the character elements.(2)Repeated reading improves the comprehension level of the stories of the hearing-impaired children and the hearing children.In terms of story comprehension,the score of the deaf children was lower than that of the normal hearing children.(3)In the repeated reading mode,the hearing-impaired children made significant progress in the macro and micro structure of narrative;Compared with normal hearing children,hearing impaired children perform worse in microstructure.The total vocabulary,the different vocabulary and the total number of sentences are less used.Based on the above research conclusions,we put forward corresponding educational suggestions.