本研究為了探討影響學前聽損兒童詞彙能力相關因素，首先探究聽損兒童詞
彙能力之情形，再討論不同相關因素對學前聽損兒童詞彙能力的影響。研究方法
以REVT測驗呈現聽損兒童詞彙能力程度，再以統計分析考驗聽損程度、接受
療育年齡、主要照顧者學歷、和每日親子互動時長是否對詞彙能力造成影響。
研究對象是以國內三到六歲學前聽損兒童，有效樣本為62人，除了統計分
析外，還輔以二位母親訪談，了解不同主要照顧者學歷之家長的療育經驗。以下
就本研究結果，提出研究結論和建議，並解釋研究限制。
第一節 研究結論
本節分別針對研究問題，歸納出六個結論。
一、不同年齡組學前聽損兒童詞彙能力無顯著差異
三到六歲聽損兒童的詞彙能力，在單因子變異數分析上顯示詞彙能力隨年齡
組不同有顯著變化（p＜.05），但是進一步以Scheffe事後檢定考驗各組之間的順
序，又未發現任何顯著差異。
二、學前聽損兒童詞彙理解與表達能力皆落後於聽常兒童
學前聽損兒童的詞彙理解與表達能力皆同樣落後於聽常兒童，而兩種詞彙能
力相互比較無顯著差異。
三、聽損程度越重者，其詞彙能力越差，顯示聽損程度會減少詞彙輸入量，進而
影響詞彙發展，但本研究中部分電子耳兒童，其聽損程度為極重度，但詞彙
能力優於同齡聽常兒童。
四、早期療育確實對詞彙能力有正面影響，一歲以前接受療育的聽損兒童與一歲
後的兒童相比，其詞彙能力顯著較佳。
五、比較主要照顧者學歷為大專以上和高中以下者，主要照顧者學歷越高，學前
聽損兒童的詞彙能力越佳。
六、比較每日親子互動時長兩小時以內組和兩小時以上組，每日親子互動時長越
長，學前聽損兒童詞彙能力有較高的趨勢。
第二節 研究建議
就整體而言，本研究之聽損兒童詞彙能力落後於聽常，且隨著年齡增長僅有
細微不明顯的變化，但所有相關因素：聽損程度、接受療育年齡、主要照顧者學
歷及每日親子互動時長，都對聽損兒童的詞彙能力有顯著影響力。本研究兒童皆
為1998年積極推動新生兒聽篩後出生，其聽損鑑定年齡和接受療育年齡都有顯
著下降趨勢（盧秋利，2007），此趨勢確實使聽損兒童詞彙能力得益，但療育成 效也繫於家長參與程度，顯示家長親職教育仍有許多進步的空間。
與家長有關因素的顯著影響力，顯示其變化可以影響詞彙能力程度，再加上
對學歷不同家長的深入訪談，因此本研究能夠部分證實家長參與度對聽損療育的
重要性。在本研究中有四位詞彙能力優秀的電子耳兒童，進一步分析四位的特殊
性後，發現其共同點為植入電子耳和曾參與強調人際互動知能的團體療育課程。
植入電子耳能增進極重度聽損兒童的聽能，因此使四位電子耳兒童得益；而團體
課程密集且高心理支持的特性，能幫助家長成為聽損療育課程的共同執行者，將
目標落實於日常親子互動，也幫助四位兒童詞彙能力發展。但以上的推論是否為
真，仍待後續研究進一步討論。
聽損兒童配戴助聽器或是植入電子耳，是補償聽力損失的方法，然而對於語
音的完全理解和語言的使用，仍須進一步的訓練，這彰顯療育課程的不可替代。
在此過程中，療育課程和家長參與扮演重要角色，若家長能積極參與療育課程，
更在日常生活上隨時練習自然語言互動，對聽損兒童會是極大的幫助。
第三節 研究限制
本節提出研究限制，以提供未來相關研究之參考。
一、僅針對接受療育之學前聽損兒童
本研究研究對象為學前聽損兒童和其家長，但僅針對已有接受療育之學前聽
損兒童和其家長，未能涵蓋未接受任何療育之學前聽損兒童，因此日後相關研究
在引用本研究之結論及推論時，需特別謹慎考量是否適合推論至全體學前聽損兒
童。
二、聽損兒童來源
本研究受試者來自北部和中部二區，但研究招募受試者過程中因中部個案較
少，以致於研究之結論會有稍許偏頗，因此未來相關研究可針對全台灣或中南部
樣本作深入之研究。
本研究受試者主要來源為私立大型聽損療育中心，且兒童聽損程度較集中於
極重度聽損，因此研究無法討論輕度聽損或是就讀於普通幼稚園聽損兒童的詞彙
能力，因此研究結果亦無法完善推論於此一族群，這個限制也是未來相關研究可
努力之方向。
三、僅針對詞彙能力
本研究僅針對學前聽損兒童的詞彙能力討論，無法全盤得知學前聽損兒童語
言能力之各面向表現，如：溝通互動、語用、口語理解、言語清晰度等。建議未
來研究可針對這些能力，作一通盤全面的了解。
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