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与出生在听人家庭的聋儿相比,出生在聋人家庭的聋儿拥有更多与父母共同阅读的经验和更强的书面阅读能力。聋人父母在参与早期阅读的过程中有意或无意地使用一些策略,以提高阅读的有效性和趣味性。本文对国内外已有相关研究进行系统梳理,从支持条件和具体策略两方面进行总结,以期为我国聋儿早期干预研究者、聋儿早期干预项目实施者及聋儿听人父母提供借鉴。
Deaf children born to deaf families have more experience with their parents and stronger written reading ability than deaf children born in a hearing family. Deaf parents intentionally or unintentionally use some strategies in their early reading to improve the effectiveness and interest of reading. This article systematically sorts out relevant research both at home and abroad, and summarizes the supportive conditions and specific strategies in order to provide reference for early intervention researchers in deaf children, practitioners of early intervention programs for deaf children and hearing parents of deaf children.