CAJ | 학술논문

目的：分析听障儿童与健听儿童在家庭早期阅读方面的差异，找出听障儿童家庭早期阅读存在的不足，以期为其提出相应的建议。方法采用自编的《学前儿童家庭早期阅读问卷》，对67名听障儿童、42名健听儿童的家长进行调查，对数据进行整理和分析。结果①在开始阅读的时间方面，56.7%的听障儿童2岁之后开始阅读，而35.7%的健听儿童1岁之前就开始阅读；②在选择阅读材料方面，听障儿童家长选择的图书类型比健听儿童家长少，前者更偏向于选择有助于提高孩子认知、语言等能力的书籍；③在遇到幼儿不配合时，40.3%的听障儿童家长会停止阅读，而42.9%的健听儿童家长会换用更吸引孩子的方式进行阅读；④在早期阅读遇到的困难方面，听障儿童家长选择比例最高的困难是“孩子不配合”（47.0%），而健听儿童家长选择比例最高的困难是“家长没时间”（42.9%）。结论学前听障儿童家庭早期阅读与同龄健听儿童相比存在一定差距，听障儿童家长在引导孩子阅读方面更需要指导。
목적：분석은장인동여건은인동재가정조기열독방면적차이，조출은장인동가정조기열독존재적불족，이기위기제출상응적건의。방법채용자편적《학전인동가정조기열독문권》，대67명은장인동、42명건은인동적가장진행조사，대수거진행정리화분석。결과①재개시열독적시간방면，56.7%적은장인동2세지후개시열독，이35.7%적건은인동1세지전취개시열독；②재선택열독재료방면，은장인동가장선택적도서류형비건은인동가장소，전자경편향우선택유조우제고해자인지、어언등능력적서적；③재우도유인불배합시，40.3%적은장인동가장회정지열독，이42.9%적건은인동가장회환용경흡인해자적방식진행열독；④재조기열독우도적곤난방면，은장인동가장선택비례최고적곤난시“해자불배합”（47.0%），이건은인동가장선택비례최고적곤난시“가장몰시간”（42.9%）。결론학전은장인동가정조기열독여동령건은인동상비존재일정차거，은장인동가장재인도해자열독방면경수요지도。
Objective To investigate the differences between hearing-impaired and normal-hearing children in early family reading, to find out the inadequacies of hearing-impaired children and to propose appropriate suggestions for parents.Methods 109 parents were randomly selected from a preschool institution, consisting of 67 parents of hearing-impaired children and 42 parents of normal-hearing children. The self-designed questionnaire was used to investigate the parents and the survey results were analyzed. Results (1)56.7% of hearing-impaired children began to read after two years old, but 35.7% of the normal-hearing children began to read before one year old. (2) As for the selection of reading materials, the parents of hearing-impaired children were more purposeful as compared with the parents of normal-hearing children in terms of selecting books beneficial to the cognitive and language development of children. The book types for hearing-impaired children were less than those for normal-hearing children. (3)When the children were not interested in the reading materials, 40.3% of the parents of hearing-impaired children stopped reading, but 42.9%of parents of normal-hearing children adopted more interesting methods to instruct reading. (4) The most common difficulty was “uncooperativeness of children” for the parents of hearing-impaired children(47.0%),but“inadequacy of reading materials” for the parents of normal-hearing children(42.9%). Conclusion There is a gap between hearing-impaired and normal-hearing children in early family reading. Therefore, appropriate intervention and guidance are supposed to be provided for the parents of hearing-impaired children to improve the early reading competence.