Research Progress on Predictive Factors and Intervention Approaches for Hearing-Impaired Children's Reading Difficulty

WEI Xiao-xu; ZHAI Yu-tong; GE Xue-ying; WAN Hao

doi:10.3969/j.issn.1672-4933.2026.05.013

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Research Progress on Predictive Factors and Intervention Approaches for Hearing-Impaired Children's Reading Difficulty

Review | 更新时间：2026-10-08

- Research Progress on Predictive Factors and Intervention Approaches for Hearing-Impaired Children's Reading Difficulty
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 5, Pages: 518-523(2026)
- 作者机构：
  
  1.伊犁师范大学外国语学院伊宁 835000
  2.宿迁学院外国语学院宿迁 223800
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.05.013
  CLC： G762
- Received：24 September 2025，
  
  Revised：2025-12-23，
  
  Accepted：24 February 2026，
  
  Published：15 September 2026
- 稿件说明：
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卫晓旭,翟雨彤,葛雪颖等.听障儿童阅读困难预测因素及干预路径研究进展[J].中国听力语言康复科学杂志,2026,24(05):518-523.

WEI Xiao-xu,ZHAI Yu-tong,GE Xue-ying,et al.Research Progress on Predictive Factors and Intervention Approaches for Hearing-Impaired Children's Reading Difficulty[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):518-523.
卫晓旭,翟雨彤,葛雪颖等.听障儿童阅读困难预测因素及干预路径研究进展[J].中国听力语言康复科学杂志,2026,24(05):518-523. DOI： 10.3969/j.issn.1672-4933.2026.05.013.

WEI Xiao-xu,ZHAI Yu-tong,GE Xue-ying,et al.Research Progress on Predictive Factors and Intervention Approaches for Hearing-Impaired Children's Reading Difficulty[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):518-523. DOI： 10.3969/j.issn.1672-4933.2026.05.013.

摘要

阅读障碍严重影响听障儿童的学业表现和社会适应，语音路径与正字法路径是其阅读能力的主要预测因素。本文基于双通路模型，系统梳理听障儿童阅读困难预测因素与干预路径的研究进展。语音意识缺陷是阅读困难的关键，但其作用因语言群体与文字系统不同而存在差异。对听障口语儿童作用明显，对手语母语儿童解释力有限；汉语作为表意文字，语音意识的预测作用弱于拼音文字。正字法路径对语音缺陷具有补偿作用，听障儿童阅读多依赖字形到语义的直接映射，正字法意识既影响单词识别，也作用于阅读理解水平。在干预方面，语音加工训练、唇读训练的积极效果已得到证实，音乐节奏训练的有效性仍存在争议；视觉语音法、手指拼写可用于手语母语儿童的阅读干预，人工耳蜗植入能促进听障儿童语音与正字法能力发展。未来研究应关注情绪、社会与文化等因素的影响，开展跨文化与跨语言比较，加强纵向追踪研究，建立完善的干预效果评估体系。

Abstract

Reading difficulty severely affects the academic performance and social adjustment of hearing-impaired children

and the phonological route and orthographic route are the main predictors of their reading ability.This paper

based on the dual-route model

reviews research progress on the predictive factors and intervention approaches for reading difficulty in hearing-impaired children. Phonological awareness deficits are the key to reading difficulty

but their role varies across language groups and writing systems. The effect is pronounced in hearing-impaired children

yet limited in native signers. In Chinese

a logographic script

phonological awareness predicts reading less strongly than in alphabetic writing systems. The orthographic route compensates for phonological deficits. In reading

hearing-impaired children rely largely on direct character to meaning mapping

and orthographic awareness affects both word recognition and reading comprehension. On the intervention front

phonological processing training and lip-reading training have gathered considerable empirical support

while the effectiveness of musical rhythm training remains a subject of debate. Visual phonics and fingerspelling are available for reading intervention in native signers

and cochlear implantation can facilitate the development of phonological and orthographic abilities in hearing-impaired children. Future research should focus on the influence of emotional

social

and cultural factors

conduct cross-cultural and cross-linguistics comparisons

strengthen longitudinal studies

and establish a well-grounded evaluation system for intervention outcomes.

关键词

Keywords

references

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