Measuring Phonological Awareness in Deaf and Hard-of-Hearing Children

2014 ◽  
Vol 57 (1) ◽  
pp. 131-142 ◽  
Author(s):  
Mi-young L. Webb ◽  
Amy R. Lederberg
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Psychometric Properties ◽  
Standardized Tests ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Year ◽  
Hearing Children

PurposeThis study evaluated psychometric properties of 2 phonological awareness (PA) tests normed for hearing children when used with deaf and hard-of-hearing (DHH) children with functional hearing. It also provides an in-depth description of these children's PA.MethodOne hundred and eight DHH children (mean age = 63.3 months) with cochlear implants or hearing aids were assessed in the fall and spring of the school year. Sixty-three percent communicated only with spoken language; 37% communicated with both sign and speech. Examiners administered PA subtests from the Phonological Awareness Test—2 and the Test of Preschool Early Literacy, along with assessments of speech perception and early literacy.ResultsItem analyses indicated that both tests showed good psychometric properties (e.g., high item discriminations and internal consistencies). DHH children scored higher on subtests and items that measured words, rhymes, and syllables than those that assessed phonemes. Although subtest difficulty influenced the factor structure in the fall, spring PA was best characterized as a single factor. PA correlated concurrently and predictively with early literacy.ConclusionsThis study suggests that these 2 standardized tests are valid for use with DHH children with functional hearing. Although delayed, these children's PA was structurally similar to that of hearing children.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

Library services and early literacy approaches in public libraries for deaf and hard of hearing children

2017 ◽  
Author(s):  
◽  
Bobbie Bushman
Keyword(s):  
Grounded Theory ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Public Libraries ◽  
Library Services ◽  
Grounded Theory Research ◽  
Hearing Children ◽  
Theory Research

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Children's librarians are challenged to provide inclusive programming in today's public libraries. There is a current trend in public libraries to provide special needs programming for children. This dissertation focuses on library programming for deaf and hard of hearing (D/HoH) children who visit U.S. public libraries. The American Library Association (ALA) states that hearing children need to know six pre-reading skills to be ready to read; however, some of these pre-reading skills focus on singing or rhyming which is difficult for D/HoH children. Grounded theory is "a systematic, inductive, and comparative approach for conducting inquire for the purpose of constructing theory" (Bryant and Charmaz 2007). This grounded theory research studies the programs, services, and story times that are implemented and modified for D/HoH children in U.S. public libraries. This study began with sending out a recruitment script and questionnaire found in Appendix A and B, respectively, which reached nearly 500 medium to large sized U.S. public libraries. Fifteen participants volunteered to be interviewed, and eleven were interviewed. Interviews were analyzed using open and axial coding, which is typical in grounded theory. Preliminary data and a review of literature on literacy acquisition for D/HoH children suggested that D/HoH children do not progress in four of the pre-reading skills outlined in the ALA's early literacy program, Every Child Ready to Read (ECRR), in the same way that hearing children do. Phonological awareness is largely not utilized by D/HoH children in learning to read. D/HoH children are also likely to build vocabulary, develop print motivation, and approach narrative skills differently than hearing children. This grounded theory research developed the model of successful library services and modifications to D/HoH children to explain which services, early literacy instruction, staff training and programs public libraries provide to children who are D/HoH. This research project also inquires about what kinds of modifications are made to serve D/HoH children, and what the impetus was for providing library services to deaf children. The first stage of the model highlights staff attitude as being warm and welcoming, taking initiative, and not seeing D/HoH as a disability. The second stage described the impetus for providing services as encountering a D/HoH patron in the library, knowing a disabled person in a librarian's personal life, or by encountering a nearby agency that serves D/HoH. In the third stage, librarians made accommodations by being inclusive in programming, providing ASL programming, or facilitating visual phonics instruction in place of phonological awareness instruction. In the fourth and final stage, this model reported outcomes such as educating both hearing and D/HoH individuals and building a sense of community.

scholarly journals Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

2019 ◽  
Vol 9 (2) ◽  
pp. 153 ◽  
Author(s):  
Frush Holt
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Age Children ◽  
Future Research ◽  
Language And Literacy ◽  
Language Outcomes ◽  
Related Factors ◽  
Literacy Outcomes

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

2020 ◽  
pp. 095679762096038
Author(s):  
Chi-Lin Yu ◽  
Christopher M. Stanzione ◽  
Henry M. Wellman ◽  
Amy R. Lederberg
Keyword(s):  
Theory Of Mind ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Older Children ◽  
Language Abilities ◽  
Hearing Parents ◽  
Developmental Relationship

Deaf and hard-of-hearing (DHH) children born to hearing parents have profound theory-of-mind (ToM) delays, yet little is known about how providing hearing assistance early in life, through cochlear implants and hearing aids, influences their ToM development. We thus addressed (a) whether young DHH children with early hearing provision developed ToM differently than older children did in previous research and (b) what ToM understandings characterize this understudied population. Findings from 84 three- to six-year-old DHH children primarily acquiring spoken language demonstrated that accumulated hearing experience influenced their ToM, as measured by a five-step ToM scale. Moreover, language abilities mediated this developmental relationship: Children with more advanced language abilities, because of more time using cochlear implants and hearing aids, had better ToM growth. These findings demonstrate the crucial relationships among hearing, language, and ToM for DHH children acquiring spoken language, thereby addressing theoretical and practical questions about ToM development.

Reading Fluency in Young Elementary School Age Deaf and Hard-of-Hearing Children

2020 ◽  
Vol 26 (1) ◽  
pp. 99-111
Author(s):  
Susan R Easterbrooks ◽  
Amy R Lederberg
Keyword(s):  
Phonological Awareness ◽  
Reading Fluency ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Deaf Studies ◽  
Elementary School Age ◽  
School Year ◽  
Multiple Dimensions ◽  
Reading Progress ◽  
Hearing Children

Abstract The Center on Literacy and Deafness examined the language and reading progress of 336 young deaf and hard-of-hearing children in kindergarten, first and second grades on a series of tests of language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). Previous work reports the overall data (Antia, S., Lederberg, A., Schick, B., Branum-Martin, L., Connor, C. M., & Webb, M. (2020a). Language and reading progress of young DHH children. Journal of Deaf Studies and Deaf Education, (3), 25; Lederberg, A. R., Branum-Martin, L., Webb, M. L., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. Journal of Deaf Studies and Deaf Education, 24(4), 408–423). This report presents an in-depth look at the reading fluency of the participants measured along multiple dimensions. In general, 43% of the participants were unable to read fluently and an additional 23% were unable to read fluently at grade level. Rate and accuracy, rate of growth, miscue analysis, and self-corrections differed by communication modality. Most notably, children demonstrated limited strategies for self-correction during reading fluency tasks.

Vocabulary Learning in Children with Cochlear Implants in Signed and Spoken Modalities

2020 ◽  
pp. 109-125
Author(s):  
Daan Hermans ◽  
Lian van Berkel-van Hoof ◽  
Harry Knoors
Keyword(s):  
Cochlear Implants ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Lexical Knowledge ◽  
Lexical Representations ◽  
Signed Language ◽  
Lexical Quality ◽  
Hearing Children ◽  
The Impact

The lexical quality hypothesis emphasizes the importance of the quantity and the quality of lexical knowledge for reading comprehension: children need to quickly and accurately access the meanings of the written words they encounter. This chapter discusses research on the quality and quantity of lexical representations in spoken language and in signed language in children with cochlear implants (CIs). It also describes the impact of three multimodal approaches that have been used to enhance the quantity and quality of lexical representations in deaf and hard-of-hearing children, including those with CIs: Cued Speech, orthographic information, and augmentative signs. The chapter argues that these three multimodal approaches are promising tools for enhancing the quality of lexical representations in spoken language in children with CIs.

Impact of Primary Language and Insurance on Pediatric Hearing Health Care in a Multidisciplinary Clinic

2017 ◽  
Vol 157 (4) ◽  
pp. 722-730 ◽  
Author(s):  
Brooke M. Su ◽  
Jason S. Park ◽  
Dylan K. Chan
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Primary Language ◽  
Public Insurance ◽  
Publicly Insured ◽  
Hearing Children ◽  
To Receive ◽  
At Home

Objective This study aims to describe the effects of primary language and insurance status on care utilization among deaf or hard-of-hearing children under active otolaryngologic and audiologic care. Study Design Cross-sectional analysis. Setting Multidisciplinary hearing loss clinic at a tertiary center. Subjects and Methods Demographics, hearing loss data, and validated survey responses were collected from 206 patients aged 0 to 19 years. Two-sided t tests and χ2 tests were used to obtain descriptive statistics and hypothesis testing. Results Of the sample, 52.4% spoke primarily English at home. Non-English-speaking children and families were less likely to receive psychiatric counseling (12.2% vs 35.2% in the English group, P < .001) and reported more difficulty obtaining educational interventions ( P = .016), and 68.9% had public insurance. Parents of publicly insured children were less likely to know the type or degree of their child’s hearing loss (56.9% vs 75.4%, P = .022), and these children were older on presentation to the clinic (8.5 vs 6.5 years of age, P = .01) compared to privately insured children. Publicly insured children were less likely to receive cochlear implants ( P = .046) and reported increased difficulty obtaining hearing aids ( P = .047). While all patients reported impairment in hearing-related quality of life, publicly insured children aged 2 to 7 years were more likely to perform below minimum thresholds on measures of auditory/oral functioning. Conclusion Even when under active care, deaf or hard-of-hearing children from families who do not speak English at home or with public insurance face more difficulty obtaining educational services, cochlear implants, and hearing aids. These findings represent significant disparities in access to necessary interventions.

Introducing Young Children Who Are Deaf or Hard of Hearing to Spoken Language

2002 ◽  
Vol 33 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Michele Wilkins ◽  
David J. Ertmer
Keyword(s):  
Cochlear Implants ◽  
Parent Education ◽  
Student Teacher ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Mainstream Classrooms ◽  
Key Features ◽  
Listening And Speaking

This article provides an overview of the workings of an oral school for children who are deaf or hard of hearing. The key features of the school include low student-teacher ratios, teachers who are trained as oral educators of deaf children, ongoing staff and parent education, specialized curricula, and a strong emphasis on listening and speaking throughout the day. Approximately 75% of the students at the school use cochlear implants; the remainder wear hearing aids. The graduates of this program have shown that an oral school can help many children who are deaf or hard of hearing achieve success as oral communicators and students in mainstream classrooms.

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