Morphosyntax in Literacy Acquisition Across Languages for Learners Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 125-140
Author(s):  
Joanna E. Cannon ◽  
Jessica W. Trussell
Keyword(s):  
Hard Of Hearing ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Future Research ◽  
Language And Literacy ◽  
Promising Practices ◽  
Call To Action ◽  
Literacy Outcomes ◽  
Informal Assessment ◽  
Components Of Reading

Examining the importance of morphosyntax comprehension in literacy acquisition across languages, this chapter will highlight the bilingual and bimodal advantages some deaf and hard-of-hearing (DHH) learners may possess. Since DHH readers may experience variations in hearing, language, and literacy levels, we examine the interplay of how they develop literacy skills. The complexity of the interplay among the components of reading and writing are considered along with the current research on morphosyntax interventions and assessments for this population of learners. Morphosyntax components that are historically challenging for DHH learners are discussed. Potentially promising practices across morphology and syntax are reviewed, as well as implementations for practice that include an informal assessment designed for DHH learners. Future research necessary to expand our knowledge of how morphology and syntax connect to text is included as a call to action in the quest to improve literacy outcomes for DHH readers.

scholarly journals Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

2019 ◽  
Vol 9 (2) ◽  
pp. 153 ◽  
Author(s):  
Frush Holt
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Age Children ◽  
Future Research ◽  
Language And Literacy ◽  
Language Outcomes ◽  
Related Factors ◽  
Literacy Outcomes

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.

Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

2020 ◽  
Vol 40 (3) ◽  
pp. 159-171
Author(s):  
Rebecca J. Bulotsky Shearer ◽  
Krystal Bichay-Awadalla ◽  
Jhonelle Bailey ◽  
Jenna Futterer ◽  
Cathy Huaqing Qi
Keyword(s):  
Challenging Behavior ◽  
Research Policy ◽  
Challenging Behaviors ◽  
Literacy Skills ◽  
Future Research ◽  
Language And Literacy ◽  
Preschool Classroom ◽  
Interaction Quality ◽  
Literacy Outcomes ◽  
Child Interaction

Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.

scholarly journals Infant functional connectivity fingerprints predict long-term language and pre-literacy outcomes

2020 ◽  
Author(s):  
Xi Yu ◽  
Silvina Ferradal ◽  
Danielle D. Sliva ◽  
Jade Dunstan ◽  
Clarisa Carruthers ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Cognitive Abilities ◽  
Functional Organization ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Functional Connections ◽  
Literacy Outcomes ◽  
Functional Brain Networks ◽  
Longitudinal Imaging

AbstractFunctional brain networks undergo extensive development within the first few years of life. Previous studies have linked infant functional connectivity to cognitive abilities in toddlerhood. However, little is known regarding the long-term relevance of functional connections established in infancy for the protracted development of higher-order abilities of language and literacy. Employing a five-year longitudinal imaging project starting in infancy, this study utilizes resting-state functional MRI to demonstrate prospective associations between infant functional connectivity fingerprints and subsequent language and foundational literacy skills at a mean age of 6.5. These longitudinal associations are preserved when key environmental influences are controlled for and are independent of emergent language abilities in infancy, suggesting early development of functional network characteristics in supporting the acquisition of high-order language and pre-literacy skills. Altogether, the current results highlight the importance of functional organization established in infancy as a neural scaffold underlying the learning process of complex cognitive functions.

The effect of classroom acoustic conditions on literacy outcomes for children in primary school: A review

2021 ◽  
pp. 1351010X2110573
Author(s):  
Kiri Mealings
Keyword(s):  
Literacy Skills ◽  
Future Research ◽  
Search Term ◽  
Literacy Outcomes ◽  
Conditions For Learning ◽  
Online Databases ◽  
Comprehensive Search ◽  
Outcomes For Children ◽  
Children's Literacy ◽  
Acoustic Conditions

Literacy skills are essential for success in today’s society. However, classrooms often have suboptimal acoustic conditions for learning. The goal of this review was to synthesize research assessing the effect of different classroom acoustic conditions on children’s literacy. A comprehensive search of four online databases was conducted in August 2021. The search term was classroom AND (noise OR reverberation OR acoustics) AND (reading OR spelling OR writing OR literacy). Eighteen papers were deemed relevant for the review plus an additional seven from their references. The types of acoustic conditions that have been assessed, the types of measures used to assess literacy, and the effect of the acoustic conditions on children’s reading, writing, and spelling outcomes are discussed. Suggestions for the classroom acoustic conditions needed to ensure appropriate literacy development and areas for future research are also considered.

The Interplay Between Pragmatics and Reading Comprehension in Children Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 155-170
Author(s):  
Louise Paatsch ◽  
Dianne Toe
Keyword(s):  
Reading Comprehension ◽  
Hard Of Hearing ◽  
Social Contexts ◽  
Metacognitive Skills ◽  
Language And Literacy ◽  
Social And Emotional ◽  
Literacy Outcomes ◽  
Emotional Outcomes ◽  
Pragmatic Skills ◽  
Children's Literacy

Strong language skills are linked to children’s literacy and social and emotional outcomes, and they are critical for educational success throughout life. However, many children who are deaf and hard of hearing (DHH) experience challenges with developing language and literacy outcomes that are commensurate with their peers with typical hearing. In particular, some children who are DHH have difficulties in understanding and using language in social contexts, specifically in regard to the more subtle and complex pragmatic skills such as contingency, inferencing, topic maintenance, and repair. This chapter suggests that such challenges evident in natural conversations may impact children’s reading comprehension. It further explores the interplay between pragmatic skills, Theory of Mind, and the complex inferential and metacognitive skills required for reading comprehension in children and young people who are DHH. Finally, the chapter addresses the implications of these links and suggests future directions for research.

scholarly journals Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms

2019 ◽  
Vol 9 (3) ◽  
pp. 201 ◽  
Author(s):  
Alasim
Keyword(s):  
Inclusive Education ◽  
Hard Of Hearing ◽  
Review Process ◽  
Literacy Skills ◽  
Reading Literacy ◽  
Future Research ◽  
Journal Articles ◽  
Research Findings ◽  
Professional Review ◽  
Development Of Students

The purpose of this article is to discuss the major research findings associated with the reading/literacy development of students who are d/Deaf and hard of hearing (d/Dhh) in inclusive education classrooms. The conditions for developing effective literacy skills are also described. A professional review approach was utilized, and relevant journal articles from 1985 to 2019, inclusive, were selected and analyzed. Other relevant publications including selected chapters and books were used to support the available salient findings. Results of the reviews, recommendations for future research and the limitations of the review process are also provided.

scholarly journals Is Bilingual Education Sustainable?

2021 ◽  
Vol 13 (24) ◽  
pp. 13766
Author(s):  
Francesca Costa ◽  
Maria Teresa Guasti
Keyword(s):  
English Language ◽  
Literacy Skills ◽  
Bilingual Children ◽  
Language And Literacy ◽  
Cross Sectional ◽  
Learning To Read ◽  
English Immersion ◽  
Literacy Outcomes ◽  
And Performance ◽  
The Impact

We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion programs in Grades 1, 3 and 5 were compared to that of three control groups of Italian monolingual peers attending mainstream monolingual Italian schools. The second aim was to examine the impact of an Italian–English immersion program on English language and literacy skills. To pursue this goal, we examined the English performance of the bilingual group across Grades 1, 3, and 5. Finally, we aimed to verify whether the language and reading attainments exhibited by the bilingual children in Italian were correlated to their English performance. The results show that bilingual children were not less proficient in Italian than monolingual children; improvement in English was observed across all grades, and performance in Italian was correlated with performance in English.

Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment

2022 ◽  
pp. 149-164
Author(s):  
Monazza Aslam ◽  
Laura Cashman ◽  
Moaaz Hamid ◽  
Shenila Rawal ◽  
Baela Raza Jamil ◽  
...  
Keyword(s):  
Life Skills ◽  
Basic Education ◽  
Mother Tongue ◽  
Higher Order ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Learning Program ◽  
Secondary Schooling ◽  
Literacy Outcomes ◽  
Forms Of Knowledge

Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to these wider benefits of learning. This is particularly the case for girls living in poverty in Pakistan, where about 40% of the poorest girls are out of school compared to 24% of the richest girls not going to school. For those who start school, less than half complete a full cycle of basic education and less than 20% complete secondary schooling. In this chapter, the authors develop evidence for the effectiveness of a remedial learning program—Siyani Sahelian—which aims to support the reintegration of disadvantaged girls into schooling by developing literacy skills in Urdu (among other academic and life skills). The chapter provides evidence of the extent to which the programme supports literacy acquisition in an equitable way, and the main reasons behind the observed trends.

Size matters: Early vocabulary as a predictor of language and literacy competence

2010 ◽  
Vol 32 (1) ◽  
pp. 69-92 ◽  
Author(s):  
JOANNE LEE
Keyword(s):  
Predictive Ability ◽  
Literacy Skills ◽  
Analysis Of Covariance ◽  
Language And Literacy ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Literacy Outcomes ◽  
Size Groups ◽  
Lexical Composition ◽  
Size At Age

ABSTRACTThis paper investigated the predictive ability of expressive vocabulary size and lexical composition at age 2 on later language and literacy skills from ages 3 through 11. Multivariate analysis of covariance was performed to compare 16 language and literacy outcomes between children with large expressive vocabulary size at 24 months (N = 1,073) and those with smaller expressive vocabulary size. Comparisons between large and small verb size groups as a measure of lexical composition were also conducted. Our findings indicate that, after controlling for gender, birth order, ethnicity and socioeconomic status, total vocabulary size at age 2 can significantly predict subsequent language and literacy achievement up to fifth grade. Moreover, vocabulary size is a better predictor of later language ability than lexical composition.

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