学前听障儿童声母正确率与康复时间的相关性研究

目的：分析学龄前听障儿童不同发音方式的声母正确率与康复时间的关系，为不同发音方式的声母康复训练提供指导。方法选取3～5岁康复半年以上的听障儿童104名和健听儿童36名，以《汉语构音能力测验词表》为测试材料，分析不同发音方式声母的发音正确率。结果①康复时间1年以上的听障儿童鼻音的发音与健听儿童没有显著差异；②康复时间1.5年以上的听障儿童边音的发音与健听儿童没有显著差异；③康复时间2年以上听障儿童的塞音正确率同健听儿童没有统计学差异；④所有康复时间段听障儿童的擦音和塞擦音正确率均与健听儿童有极显著差异（P〈0.01）。结论学龄前听障儿童不同发音方式的声母习得有一定时间顺序，可能与声母的音高、发音的难度、发音的可见性、发音动作的发育有关。建议听障儿童进行声母康复训练时应当循序渐进，由浅入深，提高听障儿童声母学习的效率。

The Relationship between the Accuracy of Consonants Produced in Different Manners and the Rehabilitation Time in Hearing-impaired Preschool Children

Objective To analyze the relationship between the accuracy of consonants produced in different manners and the rehabilitation time in hearing-impaired preschool children, and to provide a guide for the training of consonants. Methods 104 hearing-impaired children with rehabilitation time more than half year and 36 normal hearing children aged 3 to 5 were enrolled in this study. Using the articulation and phonology assessment as the test materials, the accuracy of consonants in different manners was statistically analyzed. Results （1）The accuracy of nasal consonants did not differ significantly for the hearing-impaired preschool children with rehabilitation time more than one year and the normal hearing children. （2）The accuracy of lateral consonant did not differ significantly for the hearing-impaired preschool children with rehabilitation time more than 1.5 years and the normal hearing children. （3）The accuracy of plosive consonants did not differ significantly for the hearing-impaired preschool children with rehabilitation time more than 2 years and the normal hearing children. （4）The accuracy of fricative and affricative consonants have extremely significant difference （P〈0.01） for the hearing-impaired preschool children with varied rehabilitation time and the normal hearing children. Conclusion There is a certain acquisition order of consonants in preschool hearing-impaired children, probably due to the pitch of consonant, the difficulty of articulation manners, the visibility of articulation and the development of articulation movements. For the rehabilitation of hearing-impaired children, the training should be a gradual progression.