scholarly journals Teaching Vocabulary to Improve Print Knowledge in Preschool Children With Hearing Loss

2020 ◽  
Vol 5 (6) ◽  
pp. 1366-1379 ◽  
Author(s):  
Emily Lund ◽  
Carly Miller ◽  
W. Michael Douglas ◽  
Krystal Werfel
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Direct Instruction ◽  
Item Analysis ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Print Knowledge ◽  
Test Items ◽  
Children With Hearing Loss ◽  
Multiple Probe

Purpose The purpose of this article was to examine evidence that (a) published measures may tap different categories of print knowledge and result in disparate findings in the literature, (b) concept vocabulary knowledge in children with hearing loss may exacerbate deficits in conceptual print knowledge, and (c) concept vocabulary can be taught via direct instruction for preschool children with hearing loss. Method In Study 1, an item analysis of published print knowledge measures was performed to determine the prevalence of concept vocabulary in test items. Additionally, the performance on a conceptual print knowledge measure was compared for preschool children with and without hearing loss. In Study 2, four preschool children participated in a multiple probe across behaviors treatment design to determine if concept vocabulary could be explicitly taught to children with hearing loss. Results Differences emerged in use of concept vocabulary on test items across the measures, which may explain disparate findings that have been reported in this area. Additionally, children with hearing loss performed lower than children with typical hearing on items that contained concept vocabulary but not on items that did not. Finally, we found initial evidence that direct instruction can improve concept vocabulary for children with hearing loss, and it might not be necessary to separately target each concept category. Conclusion This series of studies lays groundwork for future research confirming a connection between conceptual print knowledge and conceptual vocabulary knowledge, and offers evidence for intervention that could be used clinically to teach conceptual vocabulary.

Print Knowledge of Preschool Children With Hearing Loss

2014 ◽  
Vol 36 (2) ◽  
pp. 107-111 ◽  
Author(s):  
Krystal L. Werfel ◽  
Emily Lund ◽  
C. Melanie Schuele
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Print Knowledge ◽  
Children With Hearing Loss

Effects of Clinician-Guided Emergent Literacy Intervention Using Interactive Tablet Technology for Preschool Children With Cochlear Implants

2016 ◽  
Vol 38 (4) ◽  
pp. 195-205 ◽  
Author(s):  
Kyle Brouwer ◽  
Hannah Downing ◽  
Sara Westhoff ◽  
Ryann Wait ◽  
Lavin K. Entwisle ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Cochlear Implants ◽  
Mobile Application ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Response To Treatment ◽  
Print Knowledge

The purpose of this study was to investigate if intervention based on a mobile application would improve the print knowledge and vocabulary of preschool children with and without hearing loss. This was a multiple baseline study that included four preschool children. Two of the children had hearing loss and utilized cochlear implants, while the other two had normal hearing. Clinicians utilized a mobile application to facilitate print knowledge (i.e., sound-symbol relationships) and to acquire new vocabulary. By the end of the study, all four children demonstrated improved familiarity with the targeted letter sounds and improved knowledge of the vocabulary words that were utilized during the study. The results of this study indicate that the mobile application, in combination with clinician scaffolding, was an effective tool for facilitating early literacy skills in preschool children. Prior print knowledge and vocabulary development appeared to be stronger indicators of response to treatment than hearing status.

scholarly journals The Devil in the Details Can Be Hard to Spot: Malapropisms and Children With Hearing Loss

2020 ◽  
pp. 1-19
Author(s):  
Joanna H. Lowenstein ◽  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Hearing Aids ◽  
Phonological Processing ◽  
Speech Signal ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Academic Competence ◽  
Vocabulary Knowledge ◽  
Children With Hearing Loss

Purpose Better auditory prostheses and earlier interventions have led to remarkable improvements in spoken language abilities for children with hearing loss (HL), but these children often still struggle academically. This study tested a hypothesis for why this may be, proposing that the language of school becomes increasingly disconnected from everyday discourse, requiring greater reliance on bottom-up phonological structure, and children with HL have difficulty recovering that structure from the speech signal. Participants One hundred nineteen fourth graders participated: 48 with normal hearing (NH), 19 with moderate losses who used hearing aids (HAs), and 52 with severe-to-profound losses who used cochlear implants (CIs). Method Three analyses were conducted. #1: Sentences with malapropisms were created, and children's abilities to recognize them were assessed. #2: Factors contributing to those abilities were evaluated, including phonological awareness, phonological processing, vocabulary, verbal working memory, and oral narratives. #3: Teachers' ratings of students' academic competence were obtained, and factors accounting for those ratings were evaluated, including the five listed above, along with word reading and reading comprehension. Results #1: Children with HAs and CIs performed more poorly on malapropism recognition than children with NH, but similarly to each other. #2: All children with HL demonstrated large phonological deficits, but they were especially large for children with CIs. Phonological awareness explained the most variance in malapropism recognition for children with CIs. Vocabulary knowledge explained malapropism recognition for children with NH or HAs, but other factors also contributed. #3: Teachers rated academic competence for children with CIs more poorly than for children with NH or HAs, and variance in those ratings for children with CIs were primarily explained by malapropism scores. Conclusion Children with HL have difficulty recognizing acoustic–phonetic detail in the speech signal, and that constrains their abilities to follow conversations in academic settings, especially if HL is severe enough to require CIs. Supplemental Material https://doi.org/10.23641/asha.13133018

scholarly journals An Exploration of Early Spelling in Kindergarten Children With Hearing Loss

2020 ◽  
pp. 1-13
Author(s):  
Carson Aho ◽  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Oral Reading ◽  
Scoring Systems ◽  
Normal Hearing ◽  
Kindergarten Children ◽  
Future Research ◽  
Spelling Error ◽  
Spelling Errors ◽  
Word Spelling ◽  
Children With Hearing Loss

Purpose The purpose of this study was to determine if group differences exist in spelling accuracy or spelling errors between kindergarten children with hearing loss and children with normal hearing loss. Method Participants included 23 kindergarten children with hearing loss and 21 children with normal hearing. All children used spoken English as their primary language, and the children with hearing loss used amplification. Participants completed three single-word spelling assessments, a language assessment, and an oral reading assessment. Spelling was scored holistically and with two linguistic-based scoring systems. Results Children with hearing loss did not differ significantly from children with normal hearing in spelling accuracy or linguistic-based spelling error analyses. Conclusions The current study provides evidence that children with hearing loss in kindergarten do not differ significantly in their spelling errors compared to children with normal hearing, aside from a lower proportion of mental graphemic representation errors. With these data, in combination with previous research conducted, speech-language pathologists can further individualize treatment to focus on these specific error patterns. Additionally, this focus of treatment can help better prepare children with hearing loss for spelling and writing tasks in later grades. Future research should be conducted to determine when in elementary school the differences in spelling errors are initially seen.

Triggering, Configuration, and Engagement

2020 ◽  
pp. 137-149
Author(s):  
Emily Lund
Keyword(s):  
Hearing Loss ◽  
Word Learning ◽  
Educational Interventions ◽  
Normal Hearing ◽  
Vocabulary Knowledge ◽  
Academic Skill ◽  
Learning Differences ◽  
Cascading Effects ◽  
New Words ◽  
Children With Hearing Loss

Word learning and vocabulary knowledge, although related, represent distinct constructs. The process by which a child learns new words will affect both the quantity of words learned and the quality of word representations in a child’s lexicon. Children with normal hearing experience predictable patterns of learning via the processes of triggering, configuration, and engagement. Children with hearing loss may experience, for various reasons, disruptions at all three levels. Those difficulties with the process of word learning may then lead to delays and differences in vocabulary knowledge, with cascading effects on other linguistic and academic skill development. Cultivating an understanding of how hearing loss affects not only vocabulary outcomes but also word-learning processes in children with hearing loss may provide avenues for future educational interventions that interrupt the adverse consequences of poor lexical knowledge. This chapter addresses the process of spoken word learning in children with normal hearing and the ways in which hearing loss affects this the subprocesses of triggering, configuration and engagement. The consequences of word-learning differences on other later-developing skills, such as phonological awareness, are discussed.

Improving Conceptual Print Knowledge: A Description of Intervention Considerations for Children With Hearing Loss

2020 ◽  
Vol 5 (6) ◽  
pp. 1505-1513
Author(s):  
Krystal L. Werfel ◽  
Sara Lawrence
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Reading Intervention ◽  
Literacy Intervention ◽  
Book Reading ◽  
Dose Frequency ◽  
Print Knowledge ◽  
Children With Hearing Loss ◽  
Print Referencing

Purpose The purpose of this clinical focus article was to describe specific considerations for print-referencing interventions for children with hearing loss and present a case study. Method One preschool child with hearing loss who used amplification participated in this case study. The child participated individually in print-referencing book-reading intervention (10-min session once a week for 7 weeks), supplemented by parent carryover at home. Each session involved a dose of 20 print-referencing behaviors across two children's books, for a cumulative intervention intensity of 140 print references. Assessment of the child's print knowledge skills occurred at the beginning of each session. Results Print-referencing book-reading intervention was associated with gains in conceptual print knowledge. Conclusions Print referencing, when implemented with specific considerations for children with hearing loss in mind, may be an effective emergent literacy intervention for increasing conceptual print knowledge in preschool children with hearing loss. More research is needed in this area to determine appropriate dose and dose frequency, as well as effect of interventionist on gains. Supplemental Materials https://doi.org/10.23641/asha.13093025

Listening Effort and Fatigue in School-Age Children With and Without Hearing Loss

2002 ◽  
Vol 45 (3) ◽  
pp. 573-584 ◽  
Author(s):  
Candace Bourland Hicks ◽  
Anne Marie Tharpe
Keyword(s):  
Hearing Loss ◽  
Normal Hearing ◽  
School Age Children ◽  
Future Research ◽  
School Age ◽  
Listening Effort ◽  
Hearing Results ◽  
Dual Task Paradigm ◽  
Children With Hearing Loss ◽  
Acoustic Conditions

Parents, audiologists, and educators have long speculated that children with hearing loss must expend more effort and, therefore, fatigue more easily than their peers with normal hearing when listening in adverse acoustic conditions. Until now, however, very few studies have been conducted to substantiate these speculations. Two experiments were conducted with school-age children with mild-to-moderate hearing loss and with normal hearing. In the first experiment, salivary cortisol levels and a self-rating measure were used to measure fatigue. Neither cortisol measurements nor self-rated measures of fatigue revealed significant differences between children with hearing loss and their normalhearing peers. In the second experiment, however, a dual-task paradigm used to study listening effort indicated that children with hearing loss expend more effort in listening than children with normal hearing. Results are discussed in terms of clinical application and future research needs.

Effect of Hearing Loss on Peer Victimization in School-Age Children

2018 ◽  
Vol 84 (3) ◽  
pp. 280-297 ◽  
Author(s):  
Andrea D. Warner-Czyz ◽  
Betty Loy ◽  
Hannah Pourchot ◽  
Trissan White ◽  
Elika Cokely
Keyword(s):  
Hearing Loss ◽  
General Population ◽  
Peer Victimization ◽  
Hearing Aids ◽  
School Age Children ◽  
Future Research ◽  
School Age ◽  
Crime Victimization ◽  
Increased Risk ◽  
Children With Hearing Loss

Nearly one third of school-age children report being bullied, primarily enduring teasing or rumors. Children with hearing loss (HL) are at increased risk of victimization due to being “different” from the general population. This project assesses effects of auditory status on bullying by comparing incidence and type of bullying in 87 youth and adolescents with HL (7–18 years) to published national data from peers in the general population. All participants wore auditory technology (i.e., hearing aids or cochlear implants), communicated orally, and participated in mainstream education. Each participant completed the 2009 National Crime Victimization Survey’s School Crime Supplement. Adolescents with HL endured significantly higher incidence of bullying versus the general population (50.0% vs. 28.0%), particularly for exclusion (26.3% vs. 4.7%) and coercion (17.5% vs. 3.6%). Children younger than 12 years with HL report lower rates of bullying (38.7%) than adolescents with HL, but rates did not differ significantly. Future research should explore risk and protective factors for peer victimization in youth and adolescents with HL to reduce long-term consequences on quality of life.

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