The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language
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| Title: | The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language |
|---|---|
| Language: | English |
| Authors: | Rufsvold, Ronda, Wang, Ye, Hartman, Maria C., Arora, Sonia B., Smolen, Elaine R. |
| Source: | American Annals of the Deaf. 2018 163(1):35-60. |
| Availability: | Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education |
| Descriptors: | Deafness, Hearing Impairments, Preschool Children, Vocabulary Development, Comprehension, Concept Formation, Speech Communication, Listening, Audio Equipment, Computer Software, Statistical Analysis, Comparative Analysis, Adults, Intelligence Tests, Vocabulary, Verbal Ability, Individual Characteristics, Assistive Technology, Special Schools |
| Geographic Terms: | New York, California, Missouri |
| Assessment and Survey Identifiers: | Boehm Test of Basic Concepts, Peabody Picture Vocabulary Test |
| ISSN: | 0002-726X |
| Abstract: | The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH children who used spoken language as their communication modality and 11 typically hearing same-age peers. The children's language and the language spoken to them during all waking hours over a 2-day period (16 hours per day) were recorded and analyzed quantitatively and were compared to the children's performance on the Boehm Test of Basic Concepts and the Peabody Picture Vocabulary Test. The results highlight the relationship between the quantity of adult language and the language, vocabulary, and basic concept knowledge of DHH preschool children who use listening and spoken language. |
| Abstractor: | As Provided |
| Number of References: | 56 |
| Entry Date: | 2018 |
| Access URL: | https://gupress.gallaudet.edu/annals/past.htm |
| Accession Number: | EJ1177850 |
| Database: | ERIC |
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| Abstract: | The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH children who used spoken language as their communication modality and 11 typically hearing same-age peers. The children's language and the language spoken to them during all waking hours over a 2-day period (16 hours per day) were recorded and analyzed quantitatively and were compared to the children's performance on the Boehm Test of Basic Concepts and the Peabody Picture Vocabulary Test. The results highlight the relationship between the quantity of adult language and the language, vocabulary, and basic concept knowledge of DHH preschool children who use listening and spoken language. |
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| ISSN: | 0002-726X |
