scholarly journals Structures Underpinning Pretend Play and Word Production in Young Hearing Children and Children With Hearing Loss

2001 ◽  
Vol 6 (1) ◽  
pp. 15-31 ◽  
Author(s):  
P. M. Brown
Keyword(s):  
Hearing Loss ◽  
Pretend Play ◽  
Word Production ◽  
Children With Hearing Loss ◽  
Hearing Children

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.

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.

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.

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

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

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