阅读对丧失听觉能力的听力障碍学生来说具有特别的意义，所以一直以来，心理学研究者、教育学研究者及特殊教育工作者都对听力障碍学生的阅读给予了高度重视。研究者一致认为听力障碍学生的阅读能力普遍低于同龄的健听学生，那么除了听力障碍还有什么因素会影响听力障碍学生的阅读能力呢？本研究以40名高中听力障碍学生为样本，对其教育经历、阅读喜好、阅读策略、工作记忆进行调查和测量，从诸多因素中通过数据分析发现影响高中听力障碍学生阅读能力的三大因素，即喜欢看的图书类型，问题解决策略，工作记忆精确度。在此基础上，本研究提出提倡师生共读，引导激发阅读兴趣；提倡分层阅读教学，关注个体差异的教学策略，以确保为学生提供切实有效的阅读教学与阅读训练。

Reading is of special significance for deaf students with hearing impairment, so for a long time psychological researchers and special educators have paid great attention to the reading of hearing impaired students. The researchers agree that students with hearing impairment generally have less reading ability than their peers, in addition to hearing impairment, what are the factors that affect the reading ability of hearing impaired students? In this research, 40 high school students with hearing impairment were selected as samples, and their education experience, reading preferences, reading strategies and working memory were investigated and measured, through data analysis, three factors that have greatest impact on the reading ability of high school students with hearing impairment were separated out from many factors, that is, the type of books one like to read, the mean of problem-solving strategies, the accuracy of working memory. On the basis of this research, suggestions are proposed such as encouraging teachers and students to read together, guiding students to choose the reading text, promoting teaching of stratified reading, paying attention to individual differences among different groups, strengthening the understanding of the importance of Chinese language teachers to the training of students' working memory, training the students' working memory accuracy, and emphasizing the importance of meta-cognition in Chinese language teaching.