PDF(Pubmed)
Abstract：
UNASSIGNED: Auditory impairment is one of the common sensory deficits that occur in humans. Hearing loss affects students\' ability to communicate and read, which eventually causes social and scholastic stigma. Reading relies heavily on phonics as well as visual attention. Students with normal hearing read by transforming phonic sounds into words. Hearing impaired has little to no phonic ability, making them visual readers who rely on visual cues while reading. Present study sought to investigate factors that affect reading skills in hearing-impaired children.
UNASSIGNED: A cross-sectional study was conducted in hearing- and hearing-impaired schools of Ludhiana, Punjab, India. After vision screening among all students, sixty students were enrolled via convenient sampling. Higher order of visual perception, attention, and reading ability was investigated.
UNASSIGNED: A total of 60 students were evaluated (30 hearing impaired and 30 age-matched hearing). The hearing group was statistically better than the hearing impaired (p = 0.001), Hearing impaired were better in visual attention (p = 0.001), whereas a correlation was found between reading ability and visual perception, attention skill of hearing- and hearing-impaired students (r = 0.80, P = 0.001).
UNASSIGNED: Present study concludes that hearing-impaired students exhibit issues with visual-motor integration, visual-spatial relationships, and visual sequential memory. Higher visual attention was demonstrated by hearing-impaired students. The results of the current investigation revealed a correlation between visual perception and attention skills and reading competency. Thus, the present study demands that the newly enrolled hearing-impaired students must undergo a thorough ocular evaluation.
UNASSIGNED: A cross-sectional study was conducted in hearing- and hearing-impaired schools of Ludhiana, Punjab, India. After vision screening among all students, sixty students were enrolled via convenient sampling. Higher order of visual perception, attention, and reading ability was investigated.
UNASSIGNED: A total of 60 students were evaluated (30 hearing impaired and 30 age-matched hearing). The hearing group was statistically better than the hearing impaired (p = 0.001), Hearing impaired were better in visual attention (p = 0.001), whereas a correlation was found between reading ability and visual perception, attention skill of hearing- and hearing-impaired students (r = 0.80, P = 0.001).
UNASSIGNED: Present study concludes that hearing-impaired students exhibit issues with visual-motor integration, visual-spatial relationships, and visual sequential memory. Higher visual attention was demonstrated by hearing-impaired students. The results of the current investigation revealed a correlation between visual perception and attention skills and reading competency. Thus, the present study demands that the newly enrolled hearing-impaired students must undergo a thorough ocular evaluation.
摘要：
■听觉障碍是人类常见的感觉缺陷之一。听力损失影响学生的沟通和阅读能力，最终导致社会和学术上的耻辱。阅读在很大程度上依赖于语音和视觉注意力。听力正常的学生通过将语音转换为单词来阅读。听力受损者几乎没有语音能力，让他们在阅读时依赖视觉线索的视觉读者。本研究试图调查影响听力受损儿童阅读技能的因素。
■在Ludhiana的听力和听力受损学校进行了一项横断面研究，旁遮普,印度。在所有学生中进行视力筛查后，通过方便抽样招收了60名学生。更高阶的视觉感知，注意,并对阅读能力进行了调查。
■共评估了60名学生（30名听力受损和30名年龄匹配的听力）。听力组优于听力受损组（p=0.001），听力受损的视觉注意力更好（p=0.001），而阅读能力和视觉感知之间存在相关性，听力障碍和听力障碍学生的注意力技能（r=0.80，P=0.001）。
■本研究得出结论，听力受损的学生表现出视觉-运动整合的问题，视觉空间关系，和视觉顺序记忆。听力受损的学生表现出更高的视觉注意力。当前调查的结果表明，视觉感知和注意力技能与阅读能力之间存在相关性。因此，本研究要求新入学的听力受损学生必须进行全面的眼部评估。
■在Ludhiana的听力和听力受损学校进行了一项横断面研究，旁遮普,印度。在所有学生中进行视力筛查后，通过方便抽样招收了60名学生。更高阶的视觉感知，注意,并对阅读能力进行了调查。
■共评估了60名学生（30名听力受损和30名年龄匹配的听力）。听力组优于听力受损组（p=0.001），听力受损的视觉注意力更好（p=0.001），而阅读能力和视觉感知之间存在相关性，听力障碍和听力障碍学生的注意力技能（r=0.80，P=0.001）。
■本研究得出结论，听力受损的学生表现出视觉-运动整合的问题，视觉空间关系，和视觉顺序记忆。听力受损的学生表现出更高的视觉注意力。当前调查的结果表明，视觉感知和注意力技能与阅读能力之间存在相关性。因此，本研究要求新入学的听力受损学生必须进行全面的眼部评估。
