Research On Intervention Of Words Speechreading Among Preschool Children With Hearing Impairment Under Different Sensory Channels

The three sensory channels of auditory,vision and audio-visual play a very significant role in the language rehabilitation of preschool children with hearing impairment.The hearing,language experience,cognitive style and emotional attitude play an significant role in the language rehabilitation of preschool children with hearing impairment.In the process of language training for preschool children with hearing impairment,not only to pay attention to the use of auditory channels to receive speech information,develop vocal awareness as early as possible,accumulate auditory experience,but also to exercise the ability of preschool children with hearing impairment to use visual channels,accumulate speechreading experience,It is necessary to effectively integrate the two sensory channels of auditory and vision,and exert the multi-channel effect of audiovisual channels to enhance the speechreading level of children with impairment.The use of different sensory pathways has an significant impact on the development of language in preschool children with hearing impairment.In order to explore the role of visual channels,auditory channels and audio-visual channels in the language training of preschool children with hearing impairment,the author used alternating treatment design in a single subject experiment to interpret the ability of words speechreading among four Chinese children with hearing impairment under different sensory channels,and the multi-baseline experimental design across the subjects was used to test their validity.The results of the study found that:(1)the intervention of words speechreading among preschool children with hearing impairment under different sensory channels has immediate effect:①under the condition of three sensory channels,it can enhance the ability of words speechreading among preschool children with hearing impairment,②under the condition of single sensory channels,the effects of words speechreading among preschool children with hearing impairment are different;(2)the intervention of words speechreading among preschool children with hearing impairment under different sensory channels maintains effectiveness;(3)The hearing,language experience,cognitive style and emotional attitudes have an impact on the ability of words speechreading among preschool children with hearing impairment.The suggestions are demonstrated as:(1)adhering to the multi-channel language training concept,integrating speechreading and listening training rationally;(2)paying attention to the cross-channel compensation effect,using listening training to achieve supprtment "vision" with "auditory";(3)paying attention to the strengthening effect of the same channel,use the training of speechreading to achieve consolidation "visual"with "vision";(4)considering the influence of multiple factors comprehensively and traing embodied language of preschool children with hearing impairment in a targeted manner.On the basis of reflecting on the research,the outlook for the future is presented:(1)In the experimental content:from the horizontal extension of different structural types of words to the vertical expansion of sentences,discourses and other language levels;(2)in the experimental object:A longitudinal comparative study of preschool hearing-impaired children and middle-and high-aged hearing-impaired students and adult hearing-impaired children from hearing-impaired children,and pre-school hearing-impaired children and preschool children with hearing aids,cochlear implants;(3)in the context of intervention:expanding diversified intervention situations,such as classrooms,restaurants,amusement parks and other social places;(4)in introducing the types of variables:taking into account relevant variables such as parenting style,family structure,child cognitive style and working memory,and conducting detailed and in-depth research.