CAJ | 학술논문

目的探讨4～6岁听障儿童看图讲述的特点及与健听儿童的差异。方法参考听障儿童语言能力评估标准中看图讲述能力三级水平,编制4幅彩图，对44名听障儿童和14名健听儿童进行测验。结果听障儿童看图讲述的得分存在显著的年龄差异（F=4.173，P＜0.05）；听障儿童与同龄健听儿童的得分也存在显著差异(P＜0.01）。结论听障儿童看图讲述的能力与其认知发展存在密切关系；4岁听障儿童看图讲述能力落后于同龄健听儿童。
목적탐토4～6세은장인동간도강술적특점급여건은인동적차이。방법삼고은장인동어언능력평고표준중간도강술능력삼급수평,편제4폭채도，대44명은장인동화14명건은인동진행측험。결과은장인동간도강술적득분존재현저적년령차이（F=4.173，P＜0.05）；은장인동여동령건은인동적득분야존재현저차이(P＜0.01）。결론은장인동간도강술적능력여기인지발전존재밀절관계；4세은장인동간도강술능력락후우동령건은인동。
Objective To explore the characteristics of picture-elicited narratives of hearing-impaired children of 4-6 years. Methods Four pictures with reference to the third level of picture-elicited narratives in the Speech Assessment Standards for Hearing-impaired Children were used to test 44 hearing-impaired children and 14 normal-hearing children. Results The study showed that there were significant differences between hearing-impaired children of different ages in the picture-elicited narrative scores(F=4.173,P<0.05). There were also significant differences between hearing-impaired and normal-hearing children in the test scores (P<0.01). Conclusion The picture-elicited narrative ability is closely associated with the cognitive development of hearing-impaired children and the hearing-impaired children lag behind their normal-hearing peers.