Phonological awareness and vocabulary performance of monolingual and bilingual preschool children with hearing loss

2014 ◽  
Vol 31 (1) ◽  
pp. 85-100 ◽  
Author(s):  
Emily Lund ◽  
Krystal L Werfel ◽  
C Melanie Schuele
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Phonological Awareness ◽  
Children With Hearing Loss

Print Knowledge of Preschool Children With Hearing Loss

2014 ◽  
Vol 36 (2) ◽  
pp. 107-111 ◽  
Author(s):  
Krystal L. Werfel ◽  
Emily Lund ◽  
C. Melanie Schuele
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Print Knowledge ◽  
Children With Hearing Loss

scholarly journals The Devil in the Details Can Be Hard to Spot: Malapropisms and Children With Hearing Loss

2020 ◽  
pp. 1-19
Author(s):  
Joanna H. Lowenstein ◽  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Hearing Aids ◽  
Phonological Processing ◽  
Speech Signal ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Academic Competence ◽  
Vocabulary Knowledge ◽  
Children With Hearing Loss

Purpose Better auditory prostheses and earlier interventions have led to remarkable improvements in spoken language abilities for children with hearing loss (HL), but these children often still struggle academically. This study tested a hypothesis for why this may be, proposing that the language of school becomes increasingly disconnected from everyday discourse, requiring greater reliance on bottom-up phonological structure, and children with HL have difficulty recovering that structure from the speech signal. Participants One hundred nineteen fourth graders participated: 48 with normal hearing (NH), 19 with moderate losses who used hearing aids (HAs), and 52 with severe-to-profound losses who used cochlear implants (CIs). Method Three analyses were conducted. #1: Sentences with malapropisms were created, and children's abilities to recognize them were assessed. #2: Factors contributing to those abilities were evaluated, including phonological awareness, phonological processing, vocabulary, verbal working memory, and oral narratives. #3: Teachers' ratings of students' academic competence were obtained, and factors accounting for those ratings were evaluated, including the five listed above, along with word reading and reading comprehension. Results #1: Children with HAs and CIs performed more poorly on malapropism recognition than children with NH, but similarly to each other. #2: All children with HL demonstrated large phonological deficits, but they were especially large for children with CIs. Phonological awareness explained the most variance in malapropism recognition for children with CIs. Vocabulary knowledge explained malapropism recognition for children with NH or HAs, but other factors also contributed. #3: Teachers rated academic competence for children with CIs more poorly than for children with NH or HAs, and variance in those ratings for children with CIs were primarily explained by malapropism scores. Conclusion Children with HL have difficulty recognizing acoustic–phonetic detail in the speech signal, and that constrains their abilities to follow conversations in academic settings, especially if HL is severe enough to require CIs. Supplemental Material https://doi.org/10.23641/asha.13133018

Teaching Phonological Awareness to Children With Hearing Loss Who Use Spoken Language: Six Big Ideas

2019 ◽  
Vol 4 (5) ◽  
pp. 954-961 ◽  
Author(s):  
Krystal L. Werfel ◽  
Gabriella Reynolds
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Research Groups ◽  
Word Decoding ◽  
Developmental Progression ◽  
Big Ideas ◽  
Phonological Awareness Instruction ◽  
Loss Experience ◽  
Children With Hearing Loss ◽  
Experience Difficulty

Purpose Because children with hearing loss experience difficulty in developing word decoding and spelling skills, effective phonological awareness instruction for this population is vital. Children with hearing loss are often delayed in their development of phonological awareness compared to peers with normal hearing; however, the developmental progression appears to be the same for both groups of children. Some modifications to typical phonological awareness instruction are warranted for this population. Conclusion This article synthesizes recent research on phonological awareness instruction for children with hearing loss from several research groups into 6 big ideas that have led to impressive gains in phonological awareness skills for this population.

scholarly journals Evaluation of phonological awareness training on reading improvement and skills

2018 ◽  
Author(s):  
Mohsen Saeidmanesh ◽  
Hasan Hajavi ◽  
Vahid Moradi
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Primary School Children ◽  
Control Group ◽  
Awareness Training ◽  
Reading Improvement ◽  
Parametric Data ◽  
Children With Hearing Loss ◽  
Phonological Awareness Training ◽  
Non Parametric

Background and Aim: Reading is not only a fundamental skill in learning but also an imp­ortant channel in dealing with the outside world. However, hearing impairment affects linguistic growth, including speaking and reading; deve­lopment of understanding; and academic achi­evement. The purpose of this study was to inv­estigate the effect of phonological awareness training on improving phonological reading and awareness in primary school children with hea­ring impairment. Methods: The present study has a quasi-experi­mental design. The research was conducted as pretest, intervention and posttest. A total of 20 children with moderate to severe hearing loss were enrolled in the experimental group and 20 subjects in another group as the control. Rea­ding and dyslexia test (NEMA) was used to ass­ess reading improvement and phonological awa­reness was assessed by the phonological aware­ness questionnaire. The data normality was che­cked by Kolmogorov-Smirnov test and non-parametric Wilcoxon and Mann-Whitney U test were used to evaluate non-parametric data. Results: Based on the results, after teaching the phonological awareness strategies to the experi­mental group, their reading and phonological awareness scores increased significantly higher than the control group (p<0.05). Also the results show higher phonological awareness scores in girls. Conclusion: The results of this study showed that improvement of phonological awareness in children with hearing loss can improve and res­olve their reading performance and problems.

scholarly journals Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study

2017 ◽  
Vol 9 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Sue Ann S. Lee ◽  
Brittany Hall ◽  
Sherry Sancibrian
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Phonological Awareness ◽  
Age Groups ◽  
Second Grade ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Post Test ◽  
Children With Hearing Loss ◽  
Delivery Models

The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention.  Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or an in-person service delivery model. Within each of the two groups, five children were enrolled in preschool or kindergarten and five children were enrolled in first or second grade. The two groups of children demonstrated similar phonological awareness, non-verbal IQ, and vocabulary skills during pre-tests.  After a 12-week intervention children with hearing loss showed improved phonological awareness skills as measured by a standardized post-test. No significant differences were found between the performance of the telepractice group and in-person group. Nor was a significant interaction found between the two age groups (PreK/K vs. 1st /2nd grade) and the two types of service delivery models (in-person vs. telepractice). The results suggest that a telepractice service delivery model is feasible for young children with hearing loss, and that telepractice may be as effective as in-person intervention in improving phonological awareness skills. 

Phonological Awareness in Children with Hearing Loss

2016 ◽  
Vol 69 (9) ◽  
pp. 32-35 ◽  
Author(s):  
Ali Rakhshanfadaee ◽  
Masoud Salehi
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Children With Hearing Loss

scholarly journals Teaching Vocabulary to Improve Print Knowledge in Preschool Children With Hearing Loss

2020 ◽  
Vol 5 (6) ◽  
pp. 1366-1379 ◽  
Author(s):  
Emily Lund ◽  
Carly Miller ◽  
W. Michael Douglas ◽  
Krystal Werfel
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Direct Instruction ◽  
Item Analysis ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Print Knowledge ◽  
Test Items ◽  
Children With Hearing Loss ◽  
Multiple Probe

Purpose The purpose of this article was to examine evidence that (a) published measures may tap different categories of print knowledge and result in disparate findings in the literature, (b) concept vocabulary knowledge in children with hearing loss may exacerbate deficits in conceptual print knowledge, and (c) concept vocabulary can be taught via direct instruction for preschool children with hearing loss. Method In Study 1, an item analysis of published print knowledge measures was performed to determine the prevalence of concept vocabulary in test items. Additionally, the performance on a conceptual print knowledge measure was compared for preschool children with and without hearing loss. In Study 2, four preschool children participated in a multiple probe across behaviors treatment design to determine if concept vocabulary could be explicitly taught to children with hearing loss. Results Differences emerged in use of concept vocabulary on test items across the measures, which may explain disparate findings that have been reported in this area. Additionally, children with hearing loss performed lower than children with typical hearing on items that contained concept vocabulary but not on items that did not. Finally, we found initial evidence that direct instruction can improve concept vocabulary for children with hearing loss, and it might not be necessary to separately target each concept category. Conclusion This series of studies lays groundwork for future research confirming a connection between conceptual print knowledge and conceptual vocabulary knowledge, and offers evidence for intervention that could be used clinically to teach conceptual vocabulary.

Teaching Vocabulary to Preschool Children With Hearing Loss

2016 ◽  
Vol 83 (1) ◽  
pp. 26-41 ◽  
Author(s):  
Emily Lund ◽  
W. Michael Douglas
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Children With Hearing Loss
Sign in / Sign up

Export Citation Format

Share Document