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 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.

scholarly journals How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties

2018 ◽  
Vol 85 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Sharon Vaughn ◽  
Greg Roberts ◽  
Philip Capin ◽  
Jeremy Miciak ◽  
Eunsoo Cho ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Listening Comprehension ◽  
Word Reading ◽  
Reading Difficulties ◽  
Language And Literacy ◽  
Response To Instruction ◽  
Literacy Outcomes ◽  
School Year ◽  
Intensive Reading

This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade ( n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.

A Didactic Illustration of Longitudinal Analysis for Language and Literacy Research Among Individuals Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 430-444
Author(s):  
Lee Branum-Martin
Keyword(s):  
Reading Comprehension ◽  
Educational Research ◽  
Longitudinal Analysis ◽  
Hard Of Hearing ◽  
Computer Code ◽  
Language And Literacy ◽  
Data Set ◽  
Longitudinal Methods ◽  
Time Points ◽  
Literacy Research

Longitudinal methods are gaining wider use in educational research, but they have yet to see much application in research among students who are deaf or hard of hearing. The present chapter has three aims. First, an overview is given of some of the benefits and important concepts in longitudinal methods that may be informative for teachers and researchers. Second, a two-cohort data set of reading comprehension scores at up to four time points is analyzed in a didactic manner, in order to illustrate concepts and models for literacy growth. Sample computer code (SAS and R) is provided. Third, recommendations for teachers and researchers are provided.

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.

Children's Physiological Responses to Emotional Films: Social and Emotional Outcomes

2007 ◽  
Author(s):  
Arianne D. Stevens ◽  
Beverly J. Wilson ◽  
Alesha M. Muljat ◽  
Rachel A. Montague ◽  
Natalie P. Goodwin
Keyword(s):  
Physiological Responses ◽  
Social And Emotional ◽  
Emotional Outcomes

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Reading with Angels: Improving Literacy among Children in Foster Care

2013 ◽  
Vol 38 (2) ◽  
pp. 54-60 ◽  
Author(s):  
Ruth Knight
Keyword(s):  
Foster Care ◽  
Structural Equation ◽  
Literacy Skills ◽  
Literacy Outcomes ◽  
Children In Foster Care ◽  
Love Of Learning ◽  
Outcomes For Children ◽  
Children's Literacy ◽  
And Gender ◽  
Children In Care

The Pyjama Foundation is an Australian charity working to improve the literacy and numeracy outcomes for children in foster care. The foundation delivers the Pyjama Foundation Love of Learning programme, a learning-based mentoring programme in which volunteer ‘Pyjama Angels’ visit children in care each week to read books, play games and engage in other learning-based activities.This study surveyed 121 Love of Learning mentors (‘Pyjama Angels’) to assess their perceptions of the relationships they had developed with the children they mentored and of the children's improvement in their literacy skills, a key aim of the programme.The statistical data analysis based on the structural equation modelling and multiple regression approach showed that several factors had a statistically significant impact on the mentors’ perceptions of the children's improvement in literacy skills: relationship with the child, child's engagement and tenure in the programme, and frequency of meetings. Age and gender of the mentors were not found to have a statistically significant impact on mentors’ perceptions of this improvement, while mentors’ perceptions of their relationship with the children was the most important factor influencing their perceptions of improvement in literacy skills. The study did not include objective measures of the children's literacy outcomes, so its results are limited to the mentors’ perceptions. However, this study offers valuable insights for mentoring programmes working with children living in foster care.

5.9 Behavioural, social and emotional outcomes following late and moderately preterm birth

2014 ◽  
Vol 99 (Suppl 1) ◽  
pp. A6.3-A7
Author(s):  
S Johnson ◽  
ES Draper ◽  
TA Evans ◽  
DJ Field ◽  
A Guy ◽  
...  
Keyword(s):  
Preterm Birth ◽  
Social And Emotional ◽  
Emotional Outcomes ◽  
Moderately Preterm

Mastery Of Sociolinguistic Concepts Of Pragmatic Skills By Junior High School Students

2021 ◽  
Vol 1 (1) ◽  
pp. 18-26
Author(s):  
Yossi Pratiwi ◽  
Sridelli Dakhi
Keyword(s):  
High School ◽  
High School Students ◽  
Social Context ◽  
Junior High School ◽  
Social Contexts ◽  
Junior High School Students ◽  
Pragmatic Language ◽  
School Students ◽  
Research Hypothesis ◽  
Pragmatic Skills

Abstract.  Skilled in pragmatic language, means skilled in using language forms ( words, phrases and clauses appropriately according to the conditions, situations and social contexts behind it. Such pragmatic skills may be established if the situation, conditions and social context behind the use of the language can be adequately mastered. This study aims to describe the percentage of contributions to the mastery of sociolinguistic concepts with pragmatic skills. In line with the purpose of the study, sociolinguistic mastery data with pragmatic skills of 28 sample people netted with test instruments and analyzed with statistics r¬2.From the results of the analysis conducted, obtained a determination index of 0.78 which means; mastery of sociolinguistic concepts contributes 78% to the achievement of students' pragmatic skills. In accordance with the results of the above analysis, it can be concluded that mastery of sociolinguistic concepts is a variable of criteria that contributes very meaningfully to the improvement of pragmatic skills. Thus, the research hypothesis yaang said that the mastery of the concept of sociolinguistics contributes meaningfully to the development of pragmatic skills of students of SMP Negeri 1 Nias Selatan, the truth is proven

Sign in / Sign up

Export Citation Format

Share Document