Vocabulary Learning in Children with Cochlear Implants in Signed and Spoken Modalities

2020 ◽  
pp. 109-125
Author(s):  
Daan Hermans ◽  
Lian van Berkel-van Hoof ◽  
Harry Knoors
Keyword(s):  
Cochlear Implants ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Lexical Knowledge ◽  
Lexical Representations ◽  
Signed Language ◽  
Lexical Quality ◽  
Hearing Children ◽  
The Impact

The lexical quality hypothesis emphasizes the importance of the quantity and the quality of lexical knowledge for reading comprehension: children need to quickly and accurately access the meanings of the written words they encounter. This chapter discusses research on the quality and quantity of lexical representations in spoken language and in signed language in children with cochlear implants (CIs). It also describes the impact of three multimodal approaches that have been used to enhance the quantity and quality of lexical representations in deaf and hard-of-hearing children, including those with CIs: Cued Speech, orthographic information, and augmentative signs. The chapter argues that these three multimodal approaches are promising tools for enhancing the quality of lexical representations in spoken language in children with CIs.

Discussion of Issues Related to Assessing Signed or Spoken Language in Children with Developmental Language Disorder

2021 ◽  
pp. 185-192
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean ◽  
David Quintos-Pozos
Keyword(s):  
Hard Of Hearing ◽  
Language Disorder ◽  
Dynamic Assessment ◽  
Spoken Language ◽  
Developmental Language Disorder ◽  
Semantic Fluency ◽  
Hearing Children ◽  
The Impact ◽  
Over Time

Issues regarding assessment of the deaf and hard-of-hearing (D/HH) child with developmental language disorder (DLD) have implications for the assessment of the child with DLD who is not D/HH. Of note are suggestions regarding literacy, the potential for semantic fluency assessment to contribute to the identification of DLD, the use of standardized protocols to support assessment at the conversational level, and the necessary skills of those completing assessments. Similarly, issues in assessment and identification of children with DLD who are not D/HH have implications for practice with children who are D/HH. These include the shift from exclusionary approaches to identification and recognition of co-occurring conditions, addressing the impact of development over time and considering the contribution of dynamic assessment. This chapter is a joint discussion of key items related to the assessment of deaf and hearing children with a developmental language disorder that were presented in Chapters 5.1 and 5.2.

Measuring Phonological Awareness in Deaf and Hard-of-Hearing Children

2014 ◽  
Vol 57 (1) ◽  
pp. 131-142 ◽  
Author(s):  
Mi-young L. Webb ◽  
Amy R. Lederberg
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Psychometric Properties ◽  
Standardized Tests ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Year ◽  
Hearing Children

PurposeThis study evaluated psychometric properties of 2 phonological awareness (PA) tests normed for hearing children when used with deaf and hard-of-hearing (DHH) children with functional hearing. It also provides an in-depth description of these children's PA.MethodOne hundred and eight DHH children (mean age = 63.3 months) with cochlear implants or hearing aids were assessed in the fall and spring of the school year. Sixty-three percent communicated only with spoken language; 37% communicated with both sign and speech. Examiners administered PA subtests from the Phonological Awareness Test—2 and the Test of Preschool Early Literacy, along with assessments of speech perception and early literacy.ResultsItem analyses indicated that both tests showed good psychometric properties (e.g., high item discriminations and internal consistencies). DHH children scored higher on subtests and items that measured words, rhymes, and syllables than those that assessed phonemes. Although subtest difficulty influenced the factor structure in the fall, spring PA was best characterized as a single factor. PA correlated concurrently and predictively with early literacy.ConclusionsThis study suggests that these 2 standardized tests are valid for use with DHH children with functional hearing. Although delayed, these children's PA was structurally similar to that of hearing children.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

The Impact of Verbal Capacity on Theory of Mind in Deaf and Hard of Hearing Children

2012 ◽  
Vol 157 (1) ◽  
pp. 66-77 ◽  
Author(s):  
Clovis Levrez ◽  
Béatrice Bourdin ◽  
Barbara Le Driant ◽  
Baudouin Forgeot D'Arc ◽  
Luc Vandromme
Keyword(s):  
Theory Of Mind ◽  
Hard Of Hearing ◽  
Hearing Children ◽  
The Impact

scholarly journals The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language

2018 ◽  
Vol 163 (1) ◽  
pp. 35-60 ◽  
Author(s):  
Ronda Rufsvold ◽  
Ye Wang ◽  
Maria C. Hartman ◽  
Sonia B. Arora ◽  
Elaine R. Smolen
Keyword(s):  
Preschool Children ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Language Input ◽  
The Impact

Discussion of Issues Related to Assessment of Signed or Spoken Language Development in Children with Autism Spectrum Disorder

2021 ◽  
pp. 145-152
Author(s):  
Amy Kissel Frisbie ◽  
Aaron Shield ◽  
Deborah Mood ◽  
Nicole Salamy ◽  
Jonathan Henner
Keyword(s):  
Language Development ◽  
Developmental Disorders ◽  
Language Assessment ◽  
Spoken Language ◽  
Autism Spectrum ◽  
Pragmatic Language ◽  
Signed Language ◽  
Pragmatic Language Skills ◽  
Language Assessments ◽  
Hearing Children

This chapter is a joint discussion of key items presented in Chapters 4.1 and 4.2 related to the assessment of deaf and hearing children on the autism spectrum . From these chapters it becomes apparent that a number of aspects associated with signed language assessment are relevant to spoken language assessment. For example, there are several precautions to bear in mind about language assessments obtained via an interpreter. Some of these precautions apply solely to D/HH children, while others are applicable to assessments with hearing children in multilingual contexts. Equally, there are some aspects of spoken language assessment that can be applied to signed language assessment. These include the importance of assessing pragmatic language skills, assessing multiple areas of language development, differentiating between ASD and other developmental disorders, and completing the language evaluation within a developmental framework. The authors conclude with suggestions for both spoken and signed language assessment.

Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data

2019 ◽  
pp. 149-164
Author(s):  
Johannes Hennies ◽  
Kristin Hennies
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Preliminary Data ◽  
Spoken Language ◽  
The Political ◽  
Bilingual Programs ◽  
Regular School ◽  
Schools For The Deaf ◽  
Hearing Children

In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.

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.

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