Listening, Language, and Literacy Development and Children With Hearing Loss Who are Learning Spoken Language

2020 ◽  
pp. 36-51
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Literary Criticism ◽  
Meaning Making ◽  
Spoken Language ◽  
Language And Literacy ◽  
Symbol Systems ◽  
Thinking Processes ◽  
Children With Hearing Loss ◽  
The Individual

This chapter explores the acquisition of spoken language and literacy in children with hearing loss whose auditory access through the use of hearing technology enables them to listen, and it examines the relationships among language, thought, and print that offer explanation of the role of spoken language as the foundation for literacy. It defines reading and writing as thinking processes that make use of symbol systems representative of spoken language and gives attention to the numerous cueing systems and conventions comprising representations of meaning. Drawing from cognitive psychology, linguistics, psycholinguistics, sociolinguistics, literary criticism, and critical traditions developed over time through study of people with typical hearing, this chapter argues that meaning making resides in the individual in the presence of symbols both heard and seen and for maximizing spoken language acquisition in children with hearing loss so as to prepare them for lifelong literacy and language use.

Impact of Meeting Early Hearing Detection and Intervention Benchmarks on Spoken Language

2021 ◽  
pp. 105381512110252
Author(s):  
Brittany Grey ◽  
Elizabeth K. Deutchki ◽  
Emily A. Lund ◽  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Spoken Language ◽  
Language Outcomes ◽  
Number Of Children ◽  
Predictive Role ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
Unique Predictor

This study compared preschool spoken language outcomes for children with hearing loss who met the Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as compared outcomes for those who met the current EHDI guidelines to those who met the earlier benchmarks. Finally, the predictive role of meeting each component of the guidelines was evaluated relative to language outcomes. Children who met the EHDI guidelines had higher language scores than those who did not; however, there was no difference between children who met the current guidelines and those who met the earlier benchmarks. Entering early intervention by 6 months of age was the only unique predictor of spoken language outcomes. The findings suggest that EHDI programs should target increasing the number of children with hearing loss who meet the current 1-3-6 benchmarks with a particular focus on enrollment in early intervention by 6 months.

scholarly journals Usability of a Mobile App for Improving Literacy in Children With Hearing Impairment: Focus Group Study

10.2196/16310 ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. e16310 ◽  
Author(s):  
Shelly DeForte ◽  
Emre Sezgin ◽  
Janelle Huefner ◽  
Shana Lucius ◽  
John Luna ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Focus Group ◽  
Spoken Language ◽  
Healthy Children ◽  
Language And Literacy ◽  
Speech And Language ◽  
Focus Group Study ◽  
Digital Stories ◽  
Children With Hearing Loss ◽  
The Impact

Background Children with hearing loss, even those identified early and who use hearing aids or cochlear implants, may face challenges in developing spoken language and literacy. This can lead to academic, behavioral, and social difficulties. There are apps for healthy children to improve their spoken language and literacy and apps that focus on sign language proficiency for children with hearing loss, but these apps are limited for children with hearing loss. Therefore, we have developed an app called Hear Me Read, which uses enhanced digital stories as therapy tools for speech, language, and literacy for children with hearing loss. The platform has therapist and parent/child modes that allow (1) the selection of high-quality, illustrated digital stories by a speech-language pathologist, parent, or child; (2) the modification of digital stories for a multitude of speech and language targets; and (3) the assignment of stories by a therapist to facilitate individualized speech and language goals. In addition, Hear Me Read makes the caregiver a core partner in engagement through functionality, whereby the caregiver can record video and audio of themselves to be played back by the child. Objective This study aimed to evaluate the user experience of the Hear Me Read app through a focus group study with caregivers and their children. Methods We recruited 16 participants (8 children with and without hearing loss and 8 caregivers) to participate in 1-hour focus groups. Caregivers and children interacted with the app and discussed their experiences through a semistructured group interview. We employed thematic analysis methods and analyzed the data. We used feedback from the focus group to improve the elements of the app for a larger clinical trial assessing the impact of the app on outcomes. Results We identified three themes: default needs, specific needs, and family needs. Participants found the app to be esthetically pleasing and easy to use. The findings of this study helped us to identify usability attributes and to amend app functionalities to best fit user needs. Caregivers and children appreciated the enhancements, such as highlighting of parts of speech and caregiver reading of video playback, which were made possible by the digital format. Participants expressed that the app could be used to enhance family reading sessions and family interaction. Conclusions The findings from this focus group study are promising for the use of educational apps designed specifically for those with hearing loss who are pursuing listening and spoken language as a communication outcome. Further investigation is needed with larger sample sizes to understand the clinical impact on relevant language and literacy outcomes in this population.

scholarly journals Usability of a Mobile App for Improving Literacy in Children With Hearing Impairment: Focus Group Study (Preprint)

2019 ◽  
Author(s):  
Shelly DeForte ◽  
Emre Sezgin ◽  
Janelle Huefner ◽  
Shana Lucius ◽  
John Luna ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Focus Group ◽  
Spoken Language ◽  
Healthy Children ◽  
Language And Literacy ◽  
Speech And Language ◽  
Focus Group Study ◽  
Digital Stories ◽  
Children With Hearing Loss ◽  
The Impact

BACKGROUND Children with hearing loss, even those identified early and who use hearing aids or cochlear implants, may face challenges in developing spoken language and literacy. This can lead to academic, behavioral, and social difficulties. There are apps for healthy children to improve their spoken language and literacy and apps that focus on sign language proficiency for children with hearing loss, but these apps are limited for children with hearing loss. Therefore, we have developed an app called Hear Me Read, which uses enhanced digital stories as therapy tools for speech, language, and literacy for children with hearing loss. The platform has therapist and parent/child modes that allow (1) the selection of high-quality, illustrated digital stories by a speech-language pathologist, parent, or child; (2) the modification of digital stories for a multitude of speech and language targets; and (3) the assignment of stories by a therapist to facilitate individualized speech and language goals. In addition, Hear Me Read makes the caregiver a core partner in engagement through functionality, whereby the caregiver can record video and audio of themselves to be played back by the child. OBJECTIVE This study aimed to evaluate the user experience of the Hear Me Read app through a focus group study with caregivers and their children. METHODS We recruited 16 participants (8 children with and without hearing loss and 8 caregivers) to participate in 1-hour focus groups. Caregivers and children interacted with the app and discussed their experiences through a semistructured group interview. We employed thematic analysis methods and analyzed the data. We used feedback from the focus group to improve the elements of the app for a larger clinical trial assessing the impact of the app on outcomes. RESULTS We identified three themes: default needs, specific needs, and family needs. Participants found the app to be esthetically pleasing and easy to use. The findings of this study helped us to identify usability attributes and to amend app functionalities to best fit user needs. Caregivers and children appreciated the enhancements, such as highlighting of parts of speech and caregiver reading of video playback, which were made possible by the digital format. Participants expressed that the app could be used to enhance family reading sessions and family interaction. CONCLUSIONS The findings from this focus group study are promising for the use of educational apps designed specifically for those with hearing loss who are pursuing listening and spoken language as a communication outcome. Further investigation is needed with larger sample sizes to understand the clinical impact on relevant language and literacy outcomes in this population.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

scholarly journals Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language

2013 ◽  
Vol 49 (1) ◽  
pp. 85-104 ◽  
Author(s):  
Linda Cupples ◽  
Teresa Y.C. Ching ◽  
Kathryn Crowe ◽  
Julia Day ◽  
Mark Seeto
Keyword(s):  
Hearing Loss ◽  
Early Reading ◽  
Reading Skill ◽  
Spoken Language ◽  
Children With Hearing Loss

Professionals’ Perspectives on Supporting Deaf Multilingual Learners and Their Families

2020 ◽  
Vol 26 (1) ◽  
pp. 70-84
Author(s):  
Kathryn Crowe ◽  
Mark Guiberson
Keyword(s):  
Decision Making ◽  
Hearing Loss ◽  
Phenomenological Study ◽  
Language Choice ◽  
Language Management ◽  
Knowledge Resources ◽  
Raising Children ◽  
Children With Hearing Loss ◽  
Insight Into

Abstract Parents frequently report that advice from professionals is important in making decisions about how their child with hearing loss will communicate. Little is currently known about how professionals support parents raising children with hearing loss in spoken language multilingual environments, children who are described as d/Deaf multilingual learners (DMLs). The purpose of this phenomenological study was to gain insight into professionals’ perspectives and experiences working with such families, particularly in relation to supporting parents in decision-making about multilingualism and language choice. Nineteen professionals discussed their experiences working with DMLs and their families, the role of professionals in decision-making about multilingualism and language choice, and the factors that they considered were important when supporting DMLs and their families. Inductive thematic analysis yielded three themes: child characteristics (language, development), negotiating and supporting language (information, parents’ language, role of language, timing, leadership, language management), and professional issues (knowledge, resources). This paper provides an important insight into professional considerations in supporting DMLs and their families, such as the role and functioning of evidence-based practice.

Does Access to Visual Input Inhibit Auditory Development for Children With Cochlear Implants? A Review of the Evidence

2017 ◽  
Vol 2 (9) ◽  
pp. 10-24 ◽  
Author(s):  
Jena McDaniel ◽  
Stephen Camarata
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Sensory Deprivation ◽  
Spoken Language ◽  
Visual Input ◽  
Theoretical Argument ◽  
Language Outcomes ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Multisensory Input

Purpose We review the evidence for attenuating visual input during intervention to enhance auditory development and ultimately improve spoken language outcomes in children with cochlear implants. Background Isolating the auditory sense is a long-standing tradition in many approaches for teaching children with hearing loss. However, the evidence base for this practice is surprisingly limited and not straightforward. We review four bodies of evidence that inform whether or not visual input inhibits auditory development in children with cochlear implants: (a) audiovisual benefits for speech perception and understanding for individuals with typical hearing, (b) audiovisual integration development in children with typical hearing, (c) sensory deprivation and neural plasticity, and (d) audiovisual processing in individuals with hearing loss. Conclusions Although there is a compelling theoretical rationale for reducing visual input to enhance auditory development, there is also a strong theoretical argument supporting simultaneous multisensory auditory and visual input to potentially enhance outcomes in children with hearing loss. Despite widespread and long-standing practice recommendations to limit visual input, there is a paucity of evidence supporting this recommendation and no evidence that simultaneous multisensory input is deleterious to children with cochlear implants. These findings have important implications for optimizing spoken language outcomes in children with cochlear implants.

Vocabulary development in children with hearing loss: The role of child, family, and educational variables

2012 ◽  
Vol 33 (1) ◽  
pp. 119-128 ◽  
Author(s):  
Karien M. Coppens ◽  
Agnes Tellings ◽  
William van der Veld ◽  
Robert Schreuder ◽  
Ludo Verhoeven
Keyword(s):  
Hearing Loss ◽  
Vocabulary Development ◽  
Children With Hearing Loss ◽  
Educational Variables
Sign in / Sign up

Export Citation Format

Share Document