| Summary: | 碩士 === 國立臺北護理健康大學 === 語言治療與聽力研究所 === 105 === This study was to examine the difference of oral narrative macrostructure skills between preschool-aged children with hearing impairment and those with normal hearing, including the characteristics of story structure and coherence.
A total of 30 participants were recruited in this present study, including 15 preschool children with hearing impairment and 15 children with normal-hearing. A wordless storybook was presented to each participant and the child was asked to generate a story based on the content of the storybook. The researchers then analyzed the collected language samples and measured differences in narrative macrostructure between children with hearing impairment and those with normal hearing. Narrative macrostructure analysis in this study included story grammar, complete episodes and causal network analysis.
Results revealed that there were significant differences in story structure and coherence between preschool children with hearing impairment and those with normal hearing. The total story grammar score for children with hearing impairment was significantly lower than the score for children with normal hearing. For individual story grammar elements, children with hearing impairment produced significantly fewer numbers of elements for “initiating event” and “attempt” than children with normal hearing did. Preschool children with hearing impairment also produced fewer numbers of complete episodes in their stories than children with normal hearing did. Causal network analysis was used to measure coherence in participants’ stories. Children with hearing impairment produced fewer numbers of causal chains and causal connections than children with normal hearing did.
Although standardized assessment did not showed significant differences in language expression between children with hearing impairment and children with normal hearing, oral narrative macrostructure skills in preschool children with hearing impairment were still under developed. Findings of this study demonstrated that narrative macrostructure analysis could be an alternative method applied to language evaluation and intervention for preschool-age children with hearing impairment.
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