Objective

2

To study the specific differences between hearing-impaired children and hearing children in the ability to respond and initiate interrogative sentences

and to provide references and suggestions for the formulation of interrogative sentence intervention strategies for hearing-impaired children.

Methods

2

Twenty preschool hearing-impaired children and 20 preschool hearing children were tested using self-compiled interrogative sentences.

Results

2

In the case of matching PPVT-R scores

the hearing-impaired children's ability to respond to and initiate interrogative sentences is still significantly lower than that of hearing children; The development rules of interrogative response and initiating ability of the two groups of children are consistent

and the order of acquisition is 1 question point-2 question points-3 question points; The children with hearing impairment are weak in the ability to express questions

but the ability to respond to questions is better than the ability to initiate questions; The ability of children with hearing impairment to respond and initiate questions depends on syntactic structure

and sentences lack complexity; In the responses to interrogative sentences

the proportion of two types of errors is imitating the question and answering not what is asked; in the initiation of interrogative sentences

the proportion of two types of errors is no question and answering instead of questioning.

Conclusion

2

There are certain differences in the ability to respond and initiate interrogative sentences between hearing-impaired children and hearing children.