Dynamic Assessment of Narrative Abilities of Children With Hearing Loss: Case Study of a Child With Moderate to Severe Hearing Loss

2016 ◽  
Vol 1 (9) ◽  
pp. 68-86
Author(s):  
Areej N. Asad ◽  
Suzanne C. Purdy ◽  
Linda Hand
Keyword(s):  
Hearing Loss ◽  
Language Learning ◽  
Teaching Method ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Syntactic Analysis ◽  
Severe Hearing Loss ◽  
Narrative Skills ◽  
Children With Hearing Loss

This paper presents a case study of the use of detailed syntactic analysis in a dynamic assessment (DA) of narrative in a child with moderate-severe hearing loss (aged 7;4). DA assesses the child's capability to learn a language skill, as opposed to the skills that the child has at a given moment in time. The purpose of the case study was to examine the way DA can demonstrate learning of the linguistic skills used in narrative. The study examined differences pre- and post-learning mediation (the teaching method of DA) in the quantity of language (number of words, number of utterances), syntactical complexity at clause and phrase level, and verb phrases used in the narratives the child produced at these two times. Positive differences in all these measures were found, indicating that this child had good language learning capacity in narrative. The findings showed that a learning experience focused on the principles of fictional narrative production affected not only the macrostructure, but also the microstructure of the child's narrative skills. This paper discusses how linguistic analysis has the potential for increasing the usefulness of DA to better assess language learning capacities, as opposed to language limitations, in children with hearing loss.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

A Community Based High Risk Register for Hearing Loss

1982 ◽  
Vol 47 (4) ◽  
pp. 373-375 ◽  
Author(s):  
James L. Fitch ◽  
Thomas F. Williams ◽  
Josephine E. Etienne
Keyword(s):  
Hearing Loss ◽  
System Identification ◽  
High Risk ◽  
Language Learning ◽  
Education Program ◽  
Communication System ◽  
Auditory Signal ◽  
Early Age ◽  
Community Based ◽  
Children With Hearing Loss

The critical need to identify children with hearing loss and provide treatment at the earliest possible age has become increasingly apparent in recent years (Northern & Downs, 1978). Reduction of the auditory signal during the critical language-learning period can severely limit the child's potential for developing a complete, effective communication system. Identification and treatment of children having handicapping conditions at an early age has gained impetus through the Handicapped Children's Early Education Program (HCEEP) projects funded by the Bureau of Education for the Handicapped (BEH).

scholarly journals THE ROLE OF FAMILY INTERVENTION IN EARLY DETECTION OF CONGENITAL DEAFNESS: A CASE STUDY

2020 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Alif Sholehen ◽  
Fajrinka Pralampito ◽  
Antonius Galih ◽  
Akbar Ghaus ◽  
Andi Airina ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Family Intervention ◽  
Congenital Deafness ◽  
Congenital Hearing Loss ◽  
Her Family ◽  
Problem Detection ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
Development Outcomes

Congenital deafness is a hearing loss disorder that occurs at birth and is one of the disorders that can cause complications when it is not treated.1 Children with hearing loss will face difficulties such as poor development outcomes, including poor speech and language skills and face difficulties with cognition and social-emotional interactions. Early intervention has been proven to be one of the most important factors leading to good outcomes for children with congenital hearing loss.2 This case study is intended to highlight the importance of early case detections, early interventions and how family support plays a crucial role in the development of children with hearing loss. With the support of her family, Ms. DRP has gone through several speech and hearing therapies since her surgery and has proven to have an above-average linguistic abilities, showing that early problem detection does not hinder the development and achievement of children with congenital hearing loss.

scholarly journals Venturing Beyond the Sentence Level: Narrative Skills in Children with Hearing Loss

2010 ◽  
Vol 110 (3) ◽  
pp. 389-406 ◽  
Author(s):  
Christina Reuterskiöld ◽  
Tina Ibertsson ◽  
Birgitta Sahlén
Keyword(s):  
Hearing Loss ◽  
Narrative Skills ◽  
Sentence Level ◽  
Children With Hearing Loss

scholarly journals Language learning experience of two Vietnamese language adult learners

2018 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Cao Thi Hong Phuong
Keyword(s):  
Second Language Acquisition ◽  
Adult Learners ◽  
Language Learning ◽  
Learning Experience ◽  
Factors Affecting ◽  
Case Study Report ◽  
English Classroom ◽  
Linguistic Influences ◽  
Shed Light

In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.

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

Joke telling, humor creation, and humor recall in children with and without hearing loss

2013 ◽  
Vol 26 (1) ◽  
Author(s):  
Evangeline E. Nwokah ◽  
Sandra E. Burnette ◽  
Kelly N. Graves
Keyword(s):  
Hearing Loss ◽  
Language Skills ◽  
Oral Narrative ◽  
Appropriate Use ◽  
Story Structure ◽  
Narrative Skills ◽  
Use Of Time ◽  
Children With Hearing Loss ◽  
Narrative Ability

AbstractChildren with and without hearing loss were compared on their joke-telling and humor-related oral narrative skills. They were asked to tell a joke, create a funny story, and describe a funny movie they had seen. The ability to use humor in language creatively or in recall, the appropriate use of time reference in verbs, and the sequencing of story schema are advanced language skills for children. The conceptual and language skills of humor could be impacted if children do not hear some of the subtleties of language. Results revealed children with hearing loss used shorter and less complex utterances in jokes. They were significantly more likely to produce knock-knock jokes than other types such as riddles, and the knock-knock jokes were at a pre-joke stage. Children with hearing loss also produced funny stories that were less complex. They scored lower on story structure, total narrative ability, and Applebee's story schema. They were less likely to report bathroom humor as the funny part of a joke, story, or movie. This suggests that some aspects of the development of verbal humor may be impacted by hearing loss even among children mainstreamed in regular schools.

Enhanced awareness and its translation into action: A case study of one learner’s self-directed language learning experience

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Satoko Watkins
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Essential Element ◽  
Learner Autonomy ◽  
Final Report ◽  
Learning Context ◽  
Traditional Sense ◽  
Assessment Rubric

AbstractThe fostering of learner autonomy has become an essential element of modern pedagogy and an established object of research. There are many difficulties in providing evidence of learners’ development towards autonomy, however, since it is not measurable in a traditional sense. As a learning advisor (LA) at a private language university in Japan, I have worked closely with individual language learners who take our module designed to foster learner autonomy via the practice of self-directed language learning (SDLL). This article uses a case study of one particular learner’s SDLL experience to introduce an approach to documenting the development of learner autonomy that draws on document analysis and narrative inquiry. I first introduce a SDLL assessment rubric that allowed me to classify and analyze three kinds of data: narrative accounts of the learner’s seven-week learning journal, recordings of three advising sessions with an LA, and the learner’s final report. With reference to her achievement of the learning outcomes in the assessment rubric, I then portray the learner’s development of awareness and her response to her enhanced awareness in her particular learning context.

scholarly journals Collaborative Italian: Using technology to support student-led language teaching

2013 ◽  
Vol 5 ◽  
Author(s):  
Cecilia Goria
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Adult Students ◽  
Social Constructivism ◽  
Course Design ◽  
Learning Experience ◽  
Learning Program ◽  
Learning Content ◽  
Intended Learning Outcomes

Collaborative Italian—Collit—is an online language learning program for adult students of Italian in higher education with at least a B1 level of the Common European Framework. Collit is free, open and extracurriculum. Collit provides the learners with a communicative learning experience based on collaboration and social interaction. It promotes social constructivism and embraces Web 2.0 pedagogies by relying on the openness of the online environment and social media. Collit emphasises ownership of learning by encouraging student-controlled intended learning outcomes and tasks, and student-generated learning content, consistent with the cognitive and the experiential approaches to course design onto which Collit is theoretically grounded.On this basis, Collit addresses questions concerned with the effectiveness of open pedagogies for student-led language learning. This contribution presents Collit as a case study for the investigation of novel language learning dynamics supported by the web and social media.

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