Degao Li1, Kuan Lin2. 1. Qufu Normal University (Rizhao Campus). 2. Hangzhou Wenlan Middle School.
Abstract
To examine deaf and hard-of-hearing (DHH) students' awareness of phoneme repetition in Chinese sentence reading, two experiments were conducted in the self-paced, moving-window reading paradigm. The materials comprised sentences in which Chinese characters that sequentially followed each other shared similar spelling initials and finals in Experiments 1 and 2, respectively. In comparison to hearing participants, DHH participants were more likely to find it more time-consuming to read sentences with, as opposed to without, phoneme repetitions. However, their difficulty in phonological processing seemed to be linked to their weakness at syntactic skilfulness, thus having a negative influence on their reading performance. It is concluded that Chinese DHH college students have developed a phoneme repetition awareness which is different from how hearing college students are aware of phoneme repetitions in Chinese sentence reading. It is implicated that DHH students are able to develop their own skills of phonological information processing in sentence reading as a result of many practices.
To examine deaf and hard-of-hearing (DHH) students' awareness of phoneme repetition in Chinese sentence reading, two experiments were conducted in the self-paced, moving-window reading paradigm. The materials comprised sentences in which Chinese characters that sequentially followed each other shared similar spelling initials and finals in Experiments 1 and 2, respectively. In comparison to hearing participants, DHH participants were more likely to find it more time-consuming to read sentences with, as opposed to without, phoneme repetitions. However, their difficulty in phonological processing seemed to be linked to their weakness at syntactic skilfulness, thus having a negative influence on their reading performance. It is concluded that Chinese DHH college students have developed a phoneme repetition awareness which is different from how hearing college students are aware of phoneme repetitions in Chinese sentence reading. It is implicated that DHH students are able to develop their own skills of phonological information processing in sentence reading as a result of many practices.