本研究目的是探討聽障兒童經聲調視覺回饋之教學後，是否會有助於四個聲調（T1, T2, T3, T4）唸讀與聽辨能力的提升。研究樣本來自台北市二所國小啟聰資源班，一至五年級之二名中度聽障（平均86 分貝），與五名重度聽障兒童（平均106分貝），平均年齡為9.6 歲。研究工具為自行研發之「電腦化華語發音測驗與教學」之聲調唸讀題庫、華語聲調唸讀評量表，實驗教學由原校啟聰資源班四位教師擔任，教學方式為一對一的教學，每週2～3 次，每次30～40 分鐘，共計15～18 次。研究結果發現：1. 聽障兒童經聲調視覺回饋教學後，四個聲調的唸讀答對次數均比前測增加，增加次數介於0.31～1.89 次，且每位受試答對次數均有增加的現象，增加次數介於2.67～6.79 次；就前、後測唸讀差異之比較，顯示聲調視覺回饋教學，可以增加聽障兒童語詞聲調唸讀能力。2. 聽障兒童經聲調視覺回饋教學後，四個聲調的聽辨答對次數均比前測增加，增加次數介於0.54～1.16 次，且每位受試答對次數均有增加的現象，增加次數介於0.55～5.30 次；就前、後測整體聽辨差異之比較，結果顯示聲調視覺回饋教學，可以增加聽障兒童聲調聽辨能力。

Incorrect perception and production of Mandarin tones is a common problem in children who are hearing impaired. To help those children improve their tones, a visual display system for teaching tones has been developed. The purpose of this study is to explore the effects of the visual feedback tone training system for improving the perception and production of Mandarin tones in HI children. In addition to a real-time tone-pattern display there is a tone-discrimination test system, which can measure the precise percentage of correct tone perception.A single-research-group experimental design was used. Training in tone production was given to individual students by their resource-class teachers during a teaching period consisting of from 15 to 18 half-hour classes. Subjects came from the resource classes of elementary schools, two of them were moderate-hearing-loss (average = 86 dB) and the other five children were severe-hearing loss (average =100.33 dB). Subjects were in the 1st to 5th grade, and the average age was 9.6. Results indicated that the visual feedback system used to enhance correct tone production and perception in HI children was effective.The main results are as follows:1. After tone production training, we successfully assisted 7 HI children in pronouncing the Mandarin tones. Their progress, measured as the number of correct attempts with all 4 tones, was 0.31～1.89; each child's number of attempts ranged between 2.67～6.79. Students' tone production ability at the end of the project did represent significant progress. Our conclusion was that the visual feedback tone training system is effective for developing HI students' tone production.2. As for tone perception, after the tone production training we assisted 7 HI children in making tone discriminations. Their progress, measured as the number of correct attempts with all 4 tones, was 0.54～1.16; each child's number of attempts ranged between 0.55～5.30. Students' tone perception ability at the end of the project did represent significant progress. Our conclusion was that the visual feedback tone training system is effective for developing HI students' tone perception.