Objective

2

To study the development status and self-evaluation of speech clarity among school aged hearing-impaired students

in order to provide reference for better understanding their rehabilitation needs and enhancing communication confidence.

Method

2

This study used a questionnaire survey to investigate 59 hearing-impaired students who had undergone rehabilitation at the Chinese Listening and Language Rehabilitation Research Center

and analyzed their self-assessment results of speech clarity and communication willingness.

Result

2

The students with hearing impairment had higher positive evaluations in single character and word expression

but relatively lower evaluations in sentence and dialogue contexts

with significant differences in tone evaluations. There was a significant correlation between single character clarity and word clarity

word clarity and sentence clarity

sentence clarity and dialogue clarity

and dialogue clarity and overall speech clarity (

P

<

0.0

5)

while there was no significant correlation between overall speech clarity and tone clarity (

P

>

0.05). The duration of speech correction significantly affected the self-evaluation results (

P

<

0.05)

while there was no statistically significant difference in gender

school age group

and hearing aid equipment (

P

>

0.05). Speech clarity significantly affected the willingness to communicate with friends and strangers (

P

<

0.05).

Conclusion

2

Different duration of speech correction affects the speech clarity of hearing-impaired students

and the level of speech clarity also affects their willingness to communicate. We should empasizea the importance of the rehabilitation of speech clarity for hearing-impaired students

strengthen training in complex contexts and tones

coordinate with multiple parties to improve their speech ability and communication confidence

and help them better develop and integrate into society.