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.

Description of Phonological Patterns for Nineteen Elementary-Age Children with Hearing Losses

1997 ◽  
Vol 85 (2) ◽  
pp. 643-653 ◽  
Author(s):  
Timothy Meline
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Significant Relationship ◽  
Normal Development ◽  
Consonant Clusters ◽  
Phonological Process ◽  
Phonological Processes ◽  
Hearing Children ◽  
Phonological Errors ◽  
Cluster Reduction

The speech productions of 19 hard of hearing children between 5 and 12 years of age were examined for errors related to phonological process categories. For comparison, the subjects were divided into groups of 9 with Profound and 10 with Moderate to Severe hearing losses. There was a significant relationship between hearing loss and phonological errors. Seven phonological processes were evident in at least 33% of obligatory contexts. Prevalent processes included final consonant deletion and cluster reduction. The most prevalent deficiencies included / r/ and /1/ phonemes. Subjects with Profound hearing losses produced more errors over-all as well as more errors in each phonological process category. Subjects with Profound hearing losses frequently deleted entire consonant clusters, whereas subjects with Moderate to Severe hearing losses did not. Results are also discussed in relation to normal development.

Impedance Audiometry Suggested

PEDIATRICS ◽  
1974 ◽  
Vol 54 (3) ◽  
pp. 384-384
Author(s):  
John A. McCurdy
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
Otitis Media ◽  
Middle Ear ◽  
Verbal Ability ◽  
Secretory Otitis Media ◽  
Suppurative Otitis Media ◽  
Significant Percentage ◽  
Children With Hearing Loss ◽  
Verbal Development

The findings of Kaplan et al.1 with respect to impairment of verbal ability in Alaskan children with hearing loss greater than 25 dB ISO secondary to chronic suppurative otitis media warrant renewed attention to a similar otologic problem which constitutes a threat to the verbal development of a significant percentage of all children—hearing impairment secondary to chronic secretory otitis media. Although the hearing loss in chronic secretory otitis media may fluctuate, a significant conductive impairment will persist as long as fluid remains in the middle ear.

scholarly journals Parent’s satisfaction on tele-listening training for children with Hearing impairment during COVID-19

2021 ◽  
Author(s):  
Jyothi Shivaswamy ◽  
Divya Mary Jose ◽  
Neelamegarajan Devi ◽  
Chandni Jain
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
Service Providers ◽  
Parent Satisfaction ◽  
Rehabilitation Services ◽  
Evidence Based ◽  
Digital Revolution ◽  
Face To Face ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy

Background and Aim: Rehabilitation services to individuals with hearing impairment were on hold with widespread COVID-19. So, rehabili­tation services were mandated mainly through telepractice for children with hearing loss. Eva­luating the effectiveness of tele-practise compa­red to face-to-face therapy is of utmost impor­tance for evidence-based approaches. Therefore, the present study aimed to evaluate the parent’s satisfaction with tele-listening training for child­ren with hearing impairment during COVID-19. Methods: Fifty-four parents of children with hearing loss participated in the study. The pare­nts satisfaction on tele-listening training was evaluated through the Parent Satisfaction Ques­tionnaire in terms of 1) the audio and video qua­lity during teletherapy; 2) equipment use 3) gen­eral parent-therapist interaction and communi­cation during teletherapy; 4) service delivery and convenience; and 5) overall satisfaction with the teletherapy. Results: The results showed a higher parent satisfaction rating to avail rehabilitation services through tele-modality during the pandemic. Tele-listening training sessions had helped par­ents continue training their children at home with the therapist's guidance online. However, parents were not satisfied with their child's interaction with the therapist as they found it difficult to maintain attention throughout the online session. Conclusion: Although most participants agreed that tele session could not replace face-to-face auditory-verbal therapy (AVT) programs, most of them were satisfied with the outreach AVT program. These favorable responses from pare­nts highlight that the digital revolution and other technological advancements support the service providers in Audiology, especially during the COVID-19 pandemic. Keywords: Tele-listening training; questionnaire; satisfaction; rehabilitation

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.

Hearing loss due to mannosidosis and otitis media with effusion. A case report and review of audiological assessments in children with otitis media with effusion

2003 ◽  
Vol 117 (4) ◽  
pp. 307-309 ◽  
Author(s):  
A. U. Ahmmed ◽  
S. M. O’Halloran ◽  
N. J. Roland ◽  
M. Starkey ◽  
J. E. Wraith
Keyword(s):  
Hearing Loss ◽  
Otitis Media ◽  
Otitis Media With Effusion ◽  
Relevant Literature ◽  
Before And After ◽  
Newborn Hearing ◽  
Age Appropriate ◽  
Glue Ear ◽  
Hearing Assessment ◽  
Children With Hearing Loss

A case of a child with mannosidosis and bilateral otitis media with effusion (OME) is reported here along with some discussion of relevant literature to emphasize the need for age appropriate audiometricc assessment before and after insertion of grommets for glue ear (OME).There is a need for multidisciplinary teamwork in the management of children with hearing loss. If OME is treated surgically, age-appropriate hearing assessment is required before and after insertion of grommets. The need for audiological assessments will be relevant even if children had passed the newborn hearing screening test.

For Children With Hearing Loss: The Times They Are A-changin’

2010 ◽  
Vol 20 (2) ◽  
pp. 48-55 ◽  
Author(s):  
K. Todd Houston ◽  
Teresa Caraway
Keyword(s):  
Hearing Loss ◽  
Service Providers ◽  
Spoken Language ◽  
Speech Language Pathologists ◽  
Early Intervention Services ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Age Appropriate ◽  
Children With Hearing Loss ◽  
The Times

Today, children with hearing loss have more opportunities than ever before to use audition and to achieve age-appropriate spoken language and academic outcomes. Several factors are driving these new outcomes, including universal newborn hearing screening and earlier diagnosis of hearing loss, immediate fitting of advanced hearing technology, and enrollment in appropriate early intervention services. For speech-language pathologists and audiologists, these changes mean altering how these children and their families are served, including the types of diagnostic evaluations that are conducted. Specifically, if speech-language pathologists are to remain vital service providers, they must raise their professional expectations for what these children can ultimately achieve.

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.

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