Effects of Fast Reading Training on College Students with Hearing Impairment in Different Cognitive Flexibility / 中国康复理论与实践

ABSTRACT

Objective To inspect the applicability of fast reading training on college students with hearing impairment and variability with cognitive flexibility. Methods Sixty-two hearing impaired students were divided into intervention group (n=30) and control group (n=32). The intervention group received fast reading training eight times, and the control group accepted conventional reading practice. They were subgrouped into high level and low level of cognitive flexibility according to their achievements of Cognitive Flexibility Scale for Col-lege Students. They were asked to read four essays before and after intervention, respectively. Results For the reading speed and valid read-ing speed, the effects of intervention were significant (F>66.62, P80.35, P9.68, P<0.01). For the comprehension, the effect of the time of training was significant (F=4.96, P=0.003), but it was not for the intervention (F=1.269, P=0.265) and cognitive flexibility (F=1.475, P=0.230). Conclusion Fast reading training may improve the read-ing speed of college students with hearing impairment, and may be more effective for those with high level of cognitive flexibility.