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 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.

Effects of Clinician-Guided Emergent Literacy Intervention Using Interactive Tablet Technology for Preschool Children With Cochlear Implants

2016 ◽  
Vol 38 (4) ◽  
pp. 195-205 ◽  
Author(s):  
Kyle Brouwer ◽  
Hannah Downing ◽  
Sara Westhoff ◽  
Ryann Wait ◽  
Lavin K. Entwisle ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Cochlear Implants ◽  
Mobile Application ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Response To Treatment ◽  
Print Knowledge

The purpose of this study was to investigate if intervention based on a mobile application would improve the print knowledge and vocabulary of preschool children with and without hearing loss. This was a multiple baseline study that included four preschool children. Two of the children had hearing loss and utilized cochlear implants, while the other two had normal hearing. Clinicians utilized a mobile application to facilitate print knowledge (i.e., sound-symbol relationships) and to acquire new vocabulary. By the end of the study, all four children demonstrated improved familiarity with the targeted letter sounds and improved knowledge of the vocabulary words that were utilized during the study. The results of this study indicate that the mobile application, in combination with clinician scaffolding, was an effective tool for facilitating early literacy skills in preschool children. Prior print knowledge and vocabulary development appeared to be stronger indicators of response to treatment than hearing status.

Improving Conceptual Print Knowledge: A Description of Intervention Considerations for Children With Hearing Loss

2020 ◽  
Vol 5 (6) ◽  
pp. 1505-1513
Author(s):  
Krystal L. Werfel ◽  
Sara Lawrence
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Reading Intervention ◽  
Literacy Intervention ◽  
Book Reading ◽  
Dose Frequency ◽  
Print Knowledge ◽  
Children With Hearing Loss ◽  
Print Referencing

Purpose The purpose of this clinical focus article was to describe specific considerations for print-referencing interventions for children with hearing loss and present a case study. Method One preschool child with hearing loss who used amplification participated in this case study. The child participated individually in print-referencing book-reading intervention (10-min session once a week for 7 weeks), supplemented by parent carryover at home. Each session involved a dose of 20 print-referencing behaviors across two children's books, for a cumulative intervention intensity of 140 print references. Assessment of the child's print knowledge skills occurred at the beginning of each session. Results Print-referencing book-reading intervention was associated with gains in conceptual print knowledge. Conclusions Print referencing, when implemented with specific considerations for children with hearing loss in mind, may be an effective emergent literacy intervention for increasing conceptual print knowledge in preschool children with hearing loss. More research is needed in this area to determine appropriate dose and dose frequency, as well as effect of interventionist on gains. Supplemental Materials https://doi.org/10.23641/asha.13093025

scholarly journals Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study

2017 ◽  
Vol 48 (4) ◽  
pp. 249-259 ◽  
Author(s):  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Oral Language ◽  
Spoken Language ◽  
Normal Hearing ◽  
Literacy Skills ◽  
Print Knowledge ◽  
Emergent Literacy Skills ◽  
Children With Hearing Loss ◽  
Main Effects

PurposeThe purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period.MethodParticipants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups.ResultsMain effects of time were observed for all variables except phonological recoding. Main effects of group were observed for vocabulary, morphosyntax, phonological memory, and concepts of print. Interaction effects were observed for phonological awareness and concepts of print.ConclusionsChildren with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.

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

scholarly journals Home Literacy Environment and Emergent Skills in Preschool Children With Hearing Loss

2019 ◽  
Vol 25 (1) ◽  
pp. 68-79 ◽  
Author(s):  
Gabriella Reynolds ◽  
Krystal L Werfel
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Literacy Practices ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Book Reading ◽  
Home Literacy Practices ◽  
Children With Hearing Loss

AbstractHome literacy practices reported by parents of preschool children with hearing loss were compared to those reported by parents of their peers with typical hearing. Parents completed a questionnaire from Boudreau, D. (2005. Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36, 33–47. doi:10.1044/0161-1461(2005/004)) assessing home literacy practices across areas such as parent facilitation of literacy and time spent reading per week. As part of a larger study, children completed language and emergent literacy assessments. Parents of both groups reported similar amounts of time spent reading to their children and scored similarly on report of parent facilitation of literacy, even though children with hearing loss scored lower on measures of emergent literacy. However, parents of children with typical hearing reported that their children had higher engagement and interest in books than children with hearing loss. Additionally, only child engagement with books was correlated with emergent literacy skills and only for children with hearing loss. The results suggest that parent facilitation of literacy alone is not correlated with emergent literacy scores; children must take an active role in their reading development. Children with hearing loss must be active participants during shared book reading. It is therefore essential to develop ways to actively engage children with hearing loss during reading activities.

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