ABSTRACT

Picture book reading is an educational experience that occurs when children attend to the text in a book while simultaneously listening to its narration. Whether preschool children with hearing loss reliant on assistive devices behave similarly to hearing children during reading with a narrator remains unknown. Sixty preschool children aged from 3 to 7, with or without hearing loss, read a picture book independently or with a narrator. Children with hearing loss produced more fixations and longer viewing time on the picture and fewer fixations and less viewing time on the text than hearing children. Overall, children reading with a narrator paid more overall attention to the picture and less attention to the print compared to children reading independently. Although preschool children with hearing loss have difficulties with picture book reading, they may potentially reap the benefit of reading with a narrator.

摘要

图画书阅读是一种教育体验，当孩子们在听书中的叙述的同时，注意书中的文字。依赖辅助设备的学龄前听力损失儿童在与叙述者一起阅读时是否表现得与听力正常的儿童相似仍不清楚。60名3岁至7岁的学龄前儿童，无论是否有听力损失，独立或在旁白的陪伴下阅读图画书。与听力正常的儿童相比，听力损失儿童对图片的注视次数较多且观看时间较长，而对文本的注视次数较少且观看时间较短。总体而言，与独立阅读的孩子相比，与旁白一起阅读的孩子对图片的整体关注更多，对印刷品的关注较少。虽然学龄前听力损失儿童在阅读绘本方面存在困难，