Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss

2021 ◽  
pp. 1-13
Author(s):  
Andrea Salins ◽  
Greg Leigh ◽  
Linda Cupples ◽  
Anne Castles
Keyword(s):  
Hearing Loss ◽  
Academic Success ◽  
Picture Naming ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Facilitation Effect ◽  
Vocabulary Skills ◽  
Oral Vocabulary ◽  
Children With Hearing Loss ◽  
Hearing Children

Purpose Learning spoken words can be challenging for children with hearing loss who communicate orally and who are known to have weaker oral vocabulary skills than age-matched children who hear. Since vocabulary skills play a crucial role in reading and literacy acquisition, and academic success, it is important to identify effective vocabulary acquisition strategies for children with hearing loss. The aim of this study was to examine whether the incidental presence of orthography can facilitate oral vocabulary learning in children with hearing loss and whether the benefits are greater than those found in hearing children. Method We taught novel picture–word pairs with or without spellings to 23 children with hearing loss and 23 age-matched controls, ranging in age from 6 to 12 years. Word learning was assessed using behavioral and eye tracking data from picture naming and picture–word matching tasks. Results and Conclusions Results revealed an orthographic facilitation effect on oral vocabulary learning in children with hearing loss, with benefits being maintained over a week. Importantly, children with hearing loss showed a greater benefit of orthography than age-matched hearing peers on the picture naming tests. The results of this study have important implications for classroom instruction and vocabulary instruction strategies for children with hearing loss.

THE INFLUENCE OF ORTHOGRAPHY ON ORAL VOCABULARY ACQUISITION IN LEARNERS OF CHINESE AS A SECOND LANGUAGE

2021 ◽  
pp. 1-16
Author(s):  
Jie Zhang ◽  
Hong Li ◽  
Yang Liu
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Phonological Information ◽  
New Words ◽  
Oral Vocabulary

Abstract The present study investigated the effects of exposure to Chinese orthography on learning phonological forms of new words in learners of Chinese as a second language. A total of 30 adult learners of Chinese studied spoken label and picture associations presented either with phonologically accurate characters, characters with partial phonological information, or no orthography. Half the phonologically accurate or partially accurate characters were semantically transparent or opaque. Spoken labels were recalled without orthography presence. Results showed that exposure to phonologically accurate and semantically transparent characters during learning did not enhance the recall of the spoken labels compared to no orthography. But exposure to characters with partial phonological information and semantically opaque characters significantly hindered vocabulary learning. The implications for Chinese as a second language vocabulary acquisition and instruction are discussed.

scholarly journals Acquisition of Word-Formation Categories by Children with Hearing Loss

2008 ◽  
Vol 12 (2) ◽  
pp. 45-67
Author(s):  
Ewa Muzyka
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Word Formation ◽  
School Age Children ◽  
Extensive Field ◽  
Quantitative Analyses ◽  
Linguistic Functions ◽  
Children With Hearing Loss ◽  
Object Of Study ◽  
Hearing Children

Acquisition of Word-Formation Categories by Children with Hearing LossThe article describes the competence of children with hearing loss in comprehending and producing derivational (word-formation constructions) belonging to various categories. The skills of children with hearing loss are compared with the skills of hearing children. The extensive field of observation - the object of study were all word-formation categories (productive in contemporary Polish) - caused this article to focus exclusively on quantitative analyses. The conclusions that follow from them allow us to determine the hierarchy of word-formation categories, ordered according to the degree of difficulty, and to compare the level of their acquisition by hearing children, hard-of-hearing children (using the hearing sense) and by deaf ones (not using the hearing sense). This hierarchy is different in the area of interpreting than in the area of producing derivational (word-formation) constructions. The degree of complication of the semantic structure of the categories investigated has a distinct effect on the level of their acquisition. If we adopt the view that the categorization of the world by the learning mind is reflected in derivational constructions, analyses of the abilities of children with hearing loss in this sphere of linguistic functions allow us to access the available subjective ways of how they perceive and interpret the phenomena of treality. The analyses proper are preceded by a description of the investigation instrument employed: a word-formation questionnaire, which is a methodological proposal for studying word formation in school-age children.

The Phonological Abilities of Cantonese-Speaking Children With Hearing Loss

1994 ◽  
Vol 37 (3) ◽  
pp. 671-679 ◽  
Author(s):  
Barbara J. Dodd ◽  
Lydia K. H. So
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
Phonological Rule ◽  
Ambient Language ◽  
Age Appropriate ◽  
Children With Hearing Loss ◽  
Hearing Children ◽  
Phonological Errors ◽  
Phonological Abilities ◽  
Cluster Reduction

Little is known about the acquisition of phonology by children with hearing loss who learn languages other than English. In this study, the phonological abilities of 12 Cantonese-speaking children (ages 4:2 to 6:11) with prelingual hearing impairment are described. All but 3 children had almost complete syllable-initial consonant repertoires; all but 2 had complete syllable-final consonant and vowel repertoires; and only 1 child failed to produce all nine tones. Children’s perception of single words was assessed using sets of words that included tone, consonant, and semantic distractors. Although the performance of the subjects was not age appropriate, they nevertheless most often chose the target, with most errors observed for the tone distractor. The phonological rules used included those that characterize the speech of younger hearing children acquiring Cantonese (e.g., cluster reduction, stopping, and deaspiration). However, most children also used at least one unusual phonological rule (e.g., frication, addition, initial consonant deletion, and/or backing). These rules are common in the speech of Cantonesespeaking children diagnosed as phonologically disordered. The influence of the ambient language on children’s patterns of phonological errors is discussed.

scholarly journals The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children

2020 ◽  
Vol 18 (3) ◽  
pp. 319-328
Author(s):  
Farzane Rezaiyan ◽  
◽  
Guita Movallali ◽  
Narges Adibsereshki ◽  
Enayatollah Bakhshi ◽  
...  
Keyword(s):  
Language Development ◽  
Hard Of Hearing ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Control Group Design ◽  
Aural Rehabilitation ◽  
Vocabulary Skills ◽  
Oral Vocabulary ◽  
Post Test ◽  
Hearing Children

Objectives: The present study aimed to investigate the effectiveness of an online dialogic storytelling program on vocabulary skills (picture, relative, and oral vocabulary skills) of hard of hearing children. Methods: In this experimental study with pre-test-post-test and a control group design, 34 mothers of hard of hearing children participated. Children’s ages range from 4 to 6 years and they were selected from aural rehabilitation centers in Tehran. They were assigned randomly into the experimental (n=17) and control (n=17) groups that were matched for age and sex. Before starting the online dialogic storytelling program, the children took the Test Of Language Development (TOLD-P: 3). The online dialogic storytelling was done 20 minutes a day, 3 days a week for 12 weeks for mothers and their children. After completion of the program, the language development test was administered to both groups as the post-test. The data were analyzed by 1-way Analysis of Covariance (ANCOVA). Results: The results showed that the vocabulary skills, picture, relative and oral vocabulary of the experimental group significantly improved after participating in the online dialogic storytelling sessions (P<0.001) Discussion: Storytelling is one of the most effective ways to improve the vocabulary skills of hearing-impaired children and it seems that storytelling needs to be included in their rehabilitation programs.

Factors Associated With Anxiety Symptoms in Australian Deaf or Hard of Hearing Children

2020 ◽  
Vol 26 (1) ◽  
pp. 13-20
Author(s):  
Johanna Long ◽  
Tuki Attuquayefio ◽  
Jennifer L Hudson
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Mental Health Problems ◽  
Psychological Symptoms ◽  
Child Anxiety ◽  
Anxiety Symptoms ◽  
Increased Risk ◽  
Children With Hearing Loss ◽  
Additional Support ◽  
Hearing Children

Abstract Deaf/deaf or hard of hearing (DHH) children are at an increased risk of developing mental health problems, with growing evidence that they may experience greater anxiety symptoms than hearing peers. The present study investigated whether Australian children with varying degrees of hearing loss experienced increased anxiety symptoms compared to hearing children. Furthermore, we examined whether child anxiety symptoms were associated with known risk factors including psychological symptoms of anxiety and depression in parents, age at detection, early intervention and device fitting, type of hearing device, and peer problems. Participants were 65 parents of children with hearing loss aged between 4 and 11 years old (M = 6.05, SD = 1.60) seeking treatment for hearing loss at a specialized hearing clinic in Australia. Based on parent reports, we found that the children with hearing loss had fewer anxiety symptoms than their hearing peers (using normative data). Psychological distress of parents was the only factor that uniquely associated with child anxiety. Parents of children with hearing loss were found to experience greater emotional distress compared to parents of hearing children. This suggests parents may require additional support to cope with the social and economic strains associated with childhood hearing loss.

Picture Naming by Children with Hearing Loss: I. Effect of Semantically Related Auditory Distractors

2002 ◽  
Vol 13 (09) ◽  
pp. 463-477 ◽  
Author(s):  
Susan Jerger ◽  
Lydia Lai ◽  
Virginia A. Marchman
Keyword(s):  
Early Childhood ◽  
Hearing Loss ◽  
Picture Naming ◽  
Semantic Processing ◽  
Time Course ◽  
Typically Developing ◽  
Semantic Interference ◽  
Categorical Knowledge ◽  
Children With Hearing Loss ◽  
Auditory Distractors

Thirty children with hearing loss (HL) and 129 typically developing (TD) children representing comparable ages, vocabulary ability, or phonology skills named pictures while attempting to ignore semantically related or unrelated auditory distractors. The timing relation between the onsets of the distractors and pictures varied. A significant semantic interference effect, that is, slowed naming in the presence of the semantically related distractor, was observed in all groups, suggesting similar categorical knowledge in the HL and TD groups. The time course of semantic interference, however, was protracted in some children with HL, primarily those with unusually slow baseline naming speeds and early ages of identification/amplification of the loss. Thus, children with HL seem to develop normal lexical semantic representations. At the same time, the dynamics of semantic processing appear to be altered by the presence of early childhood HL.

scholarly journals Developmental Stuttering in Children Who Are Hard of Hearing

2017 ◽  
Vol 48 (4) ◽  
pp. 234-248 ◽  
Author(s):  
Richard M. Arenas ◽  
Elizabeth A. Walker ◽  
Jacob J. Oleson
Keyword(s):  
Hearing Loss ◽  
General Population ◽  
Hard Of Hearing ◽  
Protective Factor ◽  
Age Of Onset ◽  
Severe Hearing Loss ◽  
Parent Questionnaire ◽  
Children With Hearing Loss ◽  
Hearing Children ◽  
Developmental Stuttering

Purpose A number of studies with large sample sizes have reported lower prevalence of stuttering in children with significant hearing loss compared to children without hearing loss. This study used a parent questionnaire to investigate the characteristics of stuttering (e.g., incidence, prevalence, and age of onset) in children who are hard of hearing (CHH). Method Three hundred three parents of CHH who participated in the Outcomes of Children With Hearing Loss study (Moeller & Tomblin, 2015) were sent questionnaires asking about their child's history of stuttering. Results One hundred ninety-four parents of CHH responded to the survey. Thirty-three CHH were reported to have stuttered at one point in time (an incidence of 17.01%), and 10 children were still stuttering at the time of survey submission (a prevalence of 5.15%). Compared to estimates in the general population, this sample displayed a significantly higher incidence and prevalence. The age of onset, recovery rate, and other characteristics were similar to hearing children. Conclusions Based on this sample, mild to moderately severe hearing loss does not appear to be a protective factor for stuttering in the preschool years. In fact, the incidence and prevalence of stuttering may be higher in this population compared to the general population. Despite the significant speech and language needs that children with mild to moderately severe hearing loss may have, speech-language pathologists should appropriately prioritize stuttering treatment as they would in the hearing population. Supplemental Material https://doi.org/10.23641/asha.5397154

Sign in / Sign up

Export Citation Format

Share Document