scholarly journals Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

2018 ◽  
Vol 61 (12) ◽  
pp. 2977-2995 ◽  
Author(s):  
Molly K. Duncan ◽  
Amy R. Lederberg
Keyword(s):  
Hierarchical Linear Modeling ◽  
Hard Of Hearing ◽  
Wait Time ◽  
Teacher Talk ◽  
Second Grade ◽  
Linear Modeling ◽  
Spoken English ◽  
School Year ◽  
Hearing Children ◽  
Explicit Vocabulary

PurposeThe aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time.MethodThis was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year.ResultsHierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques.ConclusionReformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.

Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds

2020 ◽  
pp. 157-179
Author(s):  
Karen Garrido-Nag ◽  
James McCann
Keyword(s):  
American Sign Language ◽  
Case Studies ◽  
Hard Of Hearing ◽  
Linguistic Diversity ◽  
Cultural Beliefs ◽  
Linguistically Diverse ◽  
Clinical Experiences ◽  
Spoken English ◽  
The Usa ◽  
Hearing Children

An increasing number of deaf and hard-of-hearing (D/HH) children live in homes where languages other than English or American Sign Language (ASL) are used. This chapter reviews issues of culture and linguistic diversity when working with D/HH multilingual learners (DMLs) from identification and early intervention through school entry. The authors will provide two case studies to explore the issues of service delivery to DMLs and their families: 1) Ji-Hun, who appears to use several spoken languages, including Korean, Japanese, and English, and 2) Ana, who is a recent immigrant to the USA and appears to use ASL, spoken Spanish, and spoken English. The discussion of these two case studies will encompass some cultural differences, including 1) openness to engagement with providers, 2) cultural beliefs about hearing loss, 3) community systems and familiar support, 4) perceptions of systems and authorities. The case studies presented are not based on actual clients but are drawn from the clinical experiences of the authors.

Physical Education Affects Adolescents' Peer Acceptance: Influence Of Gender and Motivation Climate

2019 ◽  
Vol 47 (4) ◽  
pp. 1-11
Author(s):  
Myoungjin Shin ◽  
Minkwon Moon ◽  
Changhyun Lee ◽  
Sun-Yong Kwon
Keyword(s):  
Physical Education ◽  
Hierarchical Linear Modeling ◽  
Peer Acceptance ◽  
Negative Relationship ◽  
Physical Education Teachers ◽  
Linear Modeling ◽  
School Year ◽  
Class Climate ◽  
Education Activity

We examined the influence of physical education activity on peer acceptance in adolescents over time, and how this influence changes based on gender and motivation climate in class. Participants were 157 middle school freshman students (81 boys, 76 girls) at a school in South Korea. Results of hierarchical linear modeling showed that peer acceptance among girls decreased over the 12-week period of our study, but there were no significant changes in peer acceptance among boys. Furthermore, peer acceptance decreased when boys participated in physical education activity more diligently, but this negative relationship weakened when the class was instructed in a noncontrolling climate. However, physical education activity and class climate did not significantly affect peer acceptance among girls. The results imply that the role of physical education teachers is important in the formation of peer acceptance at the beginning of the school year.

scholarly journals Language Development and Deaf/Hard of Hearing Children

2019 ◽  
Vol 9 (2) ◽  
pp. 135 ◽  
Author(s):  
Jessica A. Scott ◽  
Hannah M. Dostal
Keyword(s):  
Language Development ◽  
American Sign Language ◽  
Hard Of Hearing ◽  
Communication Systems ◽  
Research Literature ◽  
Natural Languages ◽  
Spoken English ◽  
Replication Studies ◽  
Indirect Impacts ◽  
Hearing Children

This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems (specifically iterations of signed English and cued speech). These bodies of literature are summarized, with special attention paid to intervention research and research exploring the impacts of language skills on literacy development. Findings indicate that there is generally a stronger research base on natural languages as compared to communication systems, though more studies in both categories are necessary. Additionally, there are very few intervention studies and even fewer that aim to intervene upon language with the explicit goal of impacting literacy; therefore, there is little known about whether and how interventions that aim to support language development may have direct or indirect impacts on literacy within this population. Further research on this topic, as well as replication studies and research with larger sample sizes, is strongly recommended.

scholarly journals Language and Reading Progress of Young Deaf and Hard-of-Hearing Children

2020 ◽  
Vol 25 (3) ◽  
pp. 334-350 ◽  
Author(s):  
Shirin D Antia ◽  
Amy R Lederberg ◽  
Susan Easterbrooks ◽  
Brenda Schick ◽  
Lee Branum-Martin ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Reading Scores ◽  
Second Grade ◽  
Classroom Communication ◽  
Only Children ◽  
School Year ◽  
Reading Progress ◽  
English Syntax ◽  
Hearing Children

Abstract We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children’s 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). Overall, children showed delays in language and reading compared to norms established for hearing children. For language, vocabulary standard scores were higher than for English syntax. Although delayed in language, children made expected gains based on hearing norms from kindergarten to second grade. Reading scores declined from kindergarten to second grade. Spoken-only and bimodal children had similar word reading and reading comprehension abilities and higher scores than sign-only children. Spoken-only children had better spoken phonological awareness and nonword reading skills than the other two groups. The sign-only and bimodal groups made similar and significant gains in ASL syntax and fingerspelling phonological awareness.

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.

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.

The Effect of a Morphological Awareness Intervention on Early Writing Outcomes

2020 ◽  
pp. 073194872091241
Author(s):  
Abigail A. Allen ◽  
Erica S. Lembke
Keyword(s):  
Hierarchical Linear Modeling ◽  
Progress Monitoring ◽  
Univariate Analysis ◽  
Morphological Awareness ◽  
Analysis Of Covariance ◽  
Second Grade ◽  
Linear Modeling ◽  
Students At Risk ◽  
Practical Applications ◽  
Monitoring Task

The purpose of this study was to investigate the effect of a morphological awareness intervention on the spelling and writing of second-grade ( n = 16) and third-grade ( n = 10) students at risk for learning disabilities. The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks. Students were randomly assigned to the intervention ( n = 13) or comparison ( n = 13) condition. Students were pre- and posttested using standardized tests of spelling and writing and were progress monitored twice weekly with a curriculum-based measure of writing. Intervention effects were measured using a univariate analysis of covariance (ANCOVA) on each outcome. Growth on the progress monitoring task was measured using hierarchical linear modeling (HLM). Results indicated the intervention did not have a significant effect on outcomes but a moderate positive effect was detected on writing. Practical applications including intervention revisions and feasibility of use are discussed.

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

2019 ◽  
Vol 18 (2) ◽  
pp. 106-111
Author(s):  
Fong-Yi Lai ◽  
Szu-Chi Lu ◽  
Cheng-Chen Lin ◽  
Yu-Chin Lee
Keyword(s):  
Hierarchical Linear Modeling ◽  
Future Research ◽  
Leader Member Exchange ◽  
Voice Behavior ◽  
Linear Modeling ◽  
Team Members ◽  
Member Exchange ◽  
Multi Temporal ◽  
The Relationship ◽  
Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

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