scholarly journals Gesture Use in 14-Month-Old Toddlers With Hearing Loss and Their Mothers' Responses

2016 ◽  
Vol 25 (4) ◽  
pp. 519-531 ◽  
Author(s):  
Sophie E. Ambrose
Keyword(s):  
Socioeconomic Status ◽  
Hearing Loss ◽  
Spoken Language ◽  
Normal Hearing ◽  
Symbolic Language ◽  
Language Abilities ◽  
Matched Group ◽  
Maternal Responses ◽  
Child Gesture

Purpose This study examined the gesture use of 14-month-old toddlers with hearing loss (HL) and mothers' responses to children's early gesture use. Comparisons were made to symbolic language and to dyads in which the toddler had normal hearing (NH). Method Participants were 25 mother–toddler dyads in which the child had HL and a socioeconomic-status matched group of 23 mother–toddler dyads in which the child had NH. Thirty-minute mother–child interactions were video-recorded, transcribed for spoken language, sign, and gesture use, and coded for maternal responses to children's gestures. Mothers also reported on children's gestural and spoken language abilities. Results Toddlers with HL used gesture similarly to their peers with NH, but demonstrated delays in spoken language. Spoken language and gesture were not significantly related for either group. Hearing levels were related to spoken language, but not gesture for the HL group. Maternal and child gesture were only related for signing mothers. Mothers of children with HL were more likely than their counterparts to provide no response to children's gestures. Conclusion Although toddlers' gesture abilities remain intact in the presence of HL, mothers were not maximally responsive to those gestures and thus should be coached to increase their provision of contingent feedback.

scholarly journals Parental Language Input to Children With Hearing Loss: Does It Matter in the End?

2020 ◽  
Vol 63 (1) ◽  
pp. 234-258 ◽  
Author(s):  
Susan Nittrouer ◽  
Joanna H. Lowenstein ◽  
Joseph Antonelli
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Child Language ◽  
Spoken Language ◽  
Normal Hearing ◽  
Early Years ◽  
Language Abilities ◽  
Mediation Analyses ◽  
Language Input ◽  
Children With Hearing Loss

Purpose Parental language input (PLI) has reliably been found to influence child language development for children at risk of language delay, but previous work has generally restricted observations to the preschool years. The current study examined whether PLI during the early years explains variability in the spoken language abilities of children with hearing loss at those young ages, as well as later in childhood. Participants One hundred children participated: 34 with normal hearing, 24 with moderate losses who used hearing aids (HAs), and 42 with severe-to-profound losses who used cochlear implants (CIs). Mean socioeconomic status was middle class for all groups. Children with CIs generally received them early. Method Samples of parent–child interactions were analyzed to characterize PLI during the preschool years. Child language abilities (CLAs) were assessed at 48 months and 10 years of age. Results No differences were observed across groups in how parents interacted with their children. Nonetheless, strong differences across groups were observed in the effects of PLI on CLAs at 48 months of age: Children with normal hearing were largely resilient to their parents' language styles. Children with HAs were most influenced by the amount of PLI. Children with CIs were most influenced by PLI that evoked child language and modeled more complex versions. When potential influences of preschool PLI on CLAs at 10 years of age were examined, those effects at preschool were replicated. When mediation analyses were performed, however, it was found that the influences of preschool PLI on CLAs at 10 years of age were partially mediated by CLAs at preschool. Conclusion PLI is critical to the long-term spoken language abilities of children with hearing loss, but the style of input that is most effective varies depending on the severity of risk for delay.

scholarly journals Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study

2017 ◽  
Vol 48 (4) ◽  
pp. 249-259 ◽  
Author(s):  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Oral Language ◽  
Spoken Language ◽  
Normal Hearing ◽  
Literacy Skills ◽  
Print Knowledge ◽  
Emergent Literacy Skills ◽  
Children With Hearing Loss ◽  
Main Effects

PurposeThe purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period.MethodParticipants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups.ResultsMain effects of time were observed for all variables except phonological recoding. Main effects of group were observed for vocabulary, morphosyntax, phonological memory, and concepts of print. Interaction effects were observed for phonological awareness and concepts of print.ConclusionsChildren with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.

scholarly journals Relationship between sensitivity to temporal fine structure and spoken language abilities in children with mild-to-moderate sensorineural hearing loss

2020 ◽  
Author(s):  
Laurianne Cabrera ◽  
Lorna Halliday
Keyword(s):  
Hearing Loss ◽  
Fine Structure ◽  
Sensorineural Hearing Loss ◽  
Spoken Language ◽  
Sensorineural Hearing ◽  
Temporal Fine Structure ◽  
Language Outcomes ◽  
Language Abilities ◽  
Normal Limits ◽  
History Of

Children with sensorineural hearing loss show considerable variability in spoken language outcomes. We tested whether specific deficits in supra-threshold auditory perception might contribute to this variability. In a previous study [Halliday, Rosen, Tuomainen, & Calcus, (2019), J. Acoust. Soc. Am, 146, 4299], children with mild-to-moderate sensorineural hearing loss (MMHL) were shown to perform more poorly than normally hearing (NH) controls on measures designed to assess sensitivity to the temporal fine structure (TFS, the rapid oscillations in the amplitude of narrowband signals over short time intervals). However, they performed within normal limits on measures assessing sensitivity to the envelope (E; the slow fluctuations in the overall amplitude). Here, individual differences in unaided sensitivity to TFS accounted for significant variance in the spoken language abilities of children with MMHL, after controlling for nonverbal IQ, family history of language difficulties, and hearing loss severity. Aided sensitivity to TFS and E cues was equally important for children with MMHL, whereas for children with NH, E cues were more important. These findings suggest that deficits in TFS perception may contribute to the variability in spoken language outcomes in children with sensorineural hearing loss.

scholarly journals The Production of Complex Syntax in Spontaneous Language by 4-Year-Old Children With Hearing Loss

2021 ◽  
Vol 30 (2) ◽  
pp. 609-621
Author(s):  
Krystal L. Werfel ◽  
Gabriella Reynolds ◽  
Sarah Hudgins ◽  
Marissa Castaldo ◽  
Emily A. Lund
Keyword(s):  
Hearing Loss ◽  
Normal Hearing ◽  
Matched Group ◽  
Complex Syntax ◽  
Subordinate Clauses ◽  
Lower Accuracy ◽  
Syntax Acquisition ◽  
Children With Hearing Loss ◽  
Language Assessment Battery ◽  
Mean Length Of Utterance

Purpose Proficiency with complex syntax is important for language and reading comprehension, and production of complex syntax begins to emerge shortly after a young child begins using two-word combinations. Complex syntax production in preschool children with hearing loss who use spoken language has been explored minimally. The purpose of this study was to compare complex syntax production of 4-year-old children with hearing loss to age-matched and language-matched peers with normal hearing. Method Seventy-two children completed a language assessment battery, including a structured language sample. Complex syntax density and number and accuracy of productions of particular types of complex syntax were compared across three groups: 4-year-old children with hearing loss, an age-matched group of children with normal hearing, and an mean length of utterance (MLU)–matched group of children with normal hearing. Results Children with hearing loss had lower complex syntax density and fewer correct productions of coordinated clauses, subordinate clauses, and simple infinitives than their age-matched, but not language-matched, peers. Furthermore, children with hearing loss had lower accuracy than the age-matched group on simple infinitives and lower accuracy than both the age- and MLU-matched groups on full propositional complements and subject relative clauses. Conclusion Children with hearing loss exhibit delays in complex syntax acquisition as compared to their same-age peers and disruptions in development on some complex structures as compared to MLU-matched, younger children. Supplemental Material https://doi.org/10.23641/asha.14080193

When Hearing Does Not Mean Understanding: On the Neural Processing of Syntactically Complex Sentences by Listeners With Hearing Loss

2021 ◽  
pp. 1-13
Author(s):  
Margreet Vogelzang ◽  
Christiane M. Thiel ◽  
Stephanie Rosemann ◽  
Jochem W. Rieger ◽  
Esther Ruigendijk
Keyword(s):  
Hearing Loss ◽  
Sentence Processing ◽  
Secondary Task ◽  
Sentence Comprehension ◽  
Inferior Frontal Gyrus ◽  
Normal Hearing ◽  
Cognitive Demands ◽  
Sentence Complexity ◽  
Complex Sentences ◽  
And Task

Purpose Adults with mild-to-moderate age-related hearing loss typically exhibit issues with speech understanding, but their processing of syntactically complex sentences is not well understood. We test the hypothesis that listeners with hearing loss' difficulties with comprehension and processing of syntactically complex sentences are due to the processing of degraded input interfering with the successful processing of complex sentences. Method We performed a neuroimaging study with a sentence comprehension task, varying sentence complexity (through subject–object order and verb–arguments order) and cognitive demands (presence or absence of a secondary task) within subjects. Groups of older subjects with hearing loss ( n = 20) and age-matched normal-hearing controls ( n = 20) were tested. Results The comprehension data show effects of syntactic complexity and hearing ability, with normal-hearing controls outperforming listeners with hearing loss, seemingly more so on syntactically complex sentences. The secondary task did not influence off-line comprehension. The imaging data show effects of group, sentence complexity, and task, with listeners with hearing loss showing decreased activation in typical speech processing areas, such as the inferior frontal gyrus and superior temporal gyrus. No interactions between group, sentence complexity, and task were found in the neuroimaging data. Conclusions The results suggest that listeners with hearing loss process speech differently from their normal-hearing peers, possibly due to the increased demands of processing degraded auditory input. Increased cognitive demands by means of a secondary visual shape processing task influence neural sentence processing, but no evidence was found that it does so in a different way for listeners with hearing loss and normal-hearing listeners.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

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