An Intervention Study On The Non-continuous Text Reading Comprehension Abilities Of Students With Hearing Impairment Based On Mind Mapping

Reading comprehension is not only an important role in the cognitive development of students with hearing impairments but also plays a crucial role in their social participation.However,compared to students without hearing impairments,those with hearing impairments show significant delays in reading comprehension and face various reading comprehension difficulties,which have adverse effects on their daily lives and academic performance.Therefore,it is necessary to intervene in the reading comprehension abilities of students with hearing impairments.Previous studies have shown that individuals can use mind maps to visualize and apply invisible cognitive processes,which can help them grasp knowledge.Currently,most research on the application of mind maps focuses on ordinary students in higher age groups,covering a wide range of subjects and using research methods such as surveys and experiments,but few intervention studies have been conducted on special students.This study aims to intervene in the non-continuous text reading comprehension abilities of students with hearing impairments using mind maps as a visual tool.By examining changes in the reading comprehension scores of participants during the intervention process,the effectiveness of the mind mapping-based intervention for improving the reading comprehension abilities of students with hearing impairments is verified.In this study,a single-subject research design with a multiple baseline across participants was utilized to examine the effectiveness of mind mapping-based interventions for non-continuous text reading comprehension in three students with hearing impairents from a special school.The participants underwent 22,24,and 24 training sessions during the intervention period,using 25 texts suitable for hearing-impaired students.Changes in the participants’ reading comprehension abilities were assessed three times a week during the baseline and maintenance periods,and twice a week during the intervention period,using 33 texts of similar difficulty to the intervention materials.The effective data points obtained for the participants were 25,30,and 33,respectively.The data was analyzed using visual analysis and C statistics,which confirmed the effectiveness of the mind mapping-based interventions for improving non-continuous text reading comprehension in hearingimpaired students.The results showed that:(1)The mind mapping-based reading intervention was both immediately effective and maintenance effective in improving the reading comprehension of discontinuous texts for students with hearing impairment;(2)The interventions had immediate and maintenance effects on improving both surface and deep reading comprehension abilities of hearing-impaired students;(3)The mind mapping-based interventions for non-continuous text reading comprehension had high social validity in improving the reading comprehension abilities of hearing-impaired students.Based on the research process and results,the following educational suggestions were proposed:(1)Visual tools such as mind mapping can be used to improve the text reading comprehension abilities of hearing-impaired students;(2)Encourage hearing-impaired students to use mind mapping tools in daily reading;(3)Encourage hearing-impaired students to read various topics of non-continuous texts.