Hearing Impaired Children’s Audiovisual Performance and the Related Factors

• Main Authors: Hui-Mei Yang, 楊惠美
• Other Authors: Hsiao-Chuan Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/55484093711211409744

博士 === 國立高雄師範大學 === 特殊教育學系 === 96 === The purposes of this study were to investigate the audiovisual performance of hearing impaired children and the relationship of audiovisual performance with its related factors. There were 31 mainstreamed primary school children, 23 received cochlear and 8 used hearing-aids, with severe or profound hearing loss enrolled in the study. Subjects identified spoken words and paragraphs presented in auditory-only and audiovisual conditions. Seven additional measures ( lexical neighborhood test, speech perception in noise, Peabody picture vocabulary test, verbal intelligence quotation, reading achievement test, reading achievement test, and articulation speed test) were used to assess speech perception, language and cognition abilities. Results indicated that subjects’ audiovisual performance would be better under more familiar words as well as meaningful sentences. All of the subjects received benefit from audiovisual condition as compared to auditory-only condition. Audiovisual performance was found to be strongly correlated with several measures in speech perception, vocabulary, and language. Results also suggested close links exist among audiovisual skills, speech perception, vocabulary, and language abilities. There was a common underlying language basis for audiovisual enhancement effects. The implications and suggestions of this study for future research were discussed.