Development Of An Assessment Tool For Preschool Children’s Phonological Awareness And Application In Hearing-impaired Children

Phonological awareness is very important for children’s language learning,and the problem of phonological awareness will affect the development of children’s speech and language cognition.Studies have shown that there is currently a lack of systematic and professional phonological awareness assessment tools in China,and the assessment of phonological awareness is very important for the early detection and early intervention of phonological awareness problems.Children with speech and language impairments such as hearing impairment generally have phonological awareness problems..Based on this,this study compiled the "Ponological Awareness Assessment Tool for Preschool Children" in the context of Mandarin Chinese,and verified its reliability and validity,established a reference standard,and finally applied it to hearing-impaired children.The specific research contents and results are as follows:The first experiment was the development of an assessment tool for children’s phonological awareness（1）Determination of assessment tool content.Based on the theory of phonological awareness,based on the development law of phonological awareness of preschool children,referring to the design principles of international excellent phonological awareness assessment tools,highlighting the characteristics of Mandarin Chinese,and combining the practical experience of clinical workers,the preschool Chinese preschool is determined.The evaluation framework and evaluation content of the Children’s Phonological Awareness Assessment Tool are finally determined to be the main evaluation content of the rhyme test,the onset test,the syllable deletion test and the tone test.（2）Validation of reliability.After discussion by the expert team,the content validity test of the evaluation tool of this study on the total content section and the topics of each section showed that the content validity index I-CVI was >0.8,and then15 ordinary children of different ages were randomly selected for information.degree verification.The results showed that the test-retest reliability r >0.8 of the assessment tool indicated that the assessment tool developed in this study could be used to assess preschool children’s phonological awareness.（3）Establish reference standards for assessment tools.The "Preschool Children’s Phonological Awareness Assessment Tool" was used to evaluate 90 ordinary preschool children,and the differences in gender and age were analyzed.The assessment results were not significantly different on the 4 test tasks（p=0.675>0.05,p=0.315>0.05,p=0.480>0.05,p=0.344>0.05）.Age had a significant effect on phonological awareness,while gender had no significant effect on phonological awareness.And take this as a reference to establish the phonological awareness of preschool children aged 4 to 6 years old.The second experiment explored the characteristics of phonological awareness in preschool hearing-impaired childrenThe "Preschool Children’s Phonological Awareness Assessment Tool" developed in the first study applied the assessment tool to hearing-impaired children,and obtained the level and error types of hearing-impaired children’s phonological awareness.The overall phonological awareness of hearing-impaired children lags behind that of ordinary children.The results of the sub-test tasks in the specific research are as follows:In the rhyme test,there was no significant difference between the hearing-impaired children and ordinary children（p=0.345>0.05）.From the descriptive statistics,the average score of the hearing-impaired children’s rhyme test was lower than that of ordinary children.Among the error types,the appearance rate of adding finals in the single final test was 50.5%,the finals omitted in the complex final test was 18.1%,and the front nasalization was 5.0% in the nasal final test.In the alliteration test,there was no significant difference between hearing-impaired children and ordinary children（p=0.137>0.05）.From the descriptive statistics,the mean of the onset test scores of hearing-impaired children was lower than that of ordinary children.Among the error types,the occurrence rate of omission of initials was 27.1% >23.9% revolute in position substitution process>8.62%unaspirated > 2.35% voiceless fricative and fricative.In the syllable deletion test,there was no significant difference between hearing-impaired children and ordinary children（p=0.596>0.05）.From descriptive statistics,the mean score of hearing-impaired children’s syllable deletion test was lower than that of ordinary children.Among the error types,the occurrence rate of trisyllabic monosyllabicization was 57.7% >disyllabic pre-syllabicization 12.3% >meaningless answers 7.21%;> trisyllabic pre-syllabicization 1.03%.In the tone test,there was no significant difference between hearing-impaired children and ordinary children（p=0.053>0.05）.From descriptive statistics,the mean score of hearing-impaired children’s tone test was lower than that of ordinary children.Among the error types,the occurrence rate of one tone as second tone and third tone as one tone was 15.2%> the four tone as one tone was 13.3%> the second tone as four tone and the first tone as four tone was 2.85%.The innovation and value of this research:（1）Developed a set of assessment tools for children’s phonology awareness that conforms to the characteristics of Mandarin Chinese and is highly clinically scalable and established reference standards;（2）Focused on and analyzed the phonology of hearing-impaired children Abnormal consciousness is of great significance to the clinical evaluation of children’s phonological awareness problems and the complete and effective rehabilitation of hearing-impaired children in the future.