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Talk with Me! Parental Linguistic Input to Toddlers with Moderate Hearing Loss

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Title: Talk with Me! Parental Linguistic Input to Toddlers with Moderate Hearing Loss
Language: English
Authors: Dirks, Evelien, Stevens, Angela, Kok, Sigrid, Frijns, Johan, Rieffe, Carolien
Source: Journal of Child Language. Jan 2020 47(1):186-204.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Parent Child Relationship, Linguistic Input, Toddlers, Hearing Impairments, Play, Family Environment, Comparative Analysis, Hearing (Physiology), Language Usage, Correlation, Expressive Language, Language Skills, Language Acquisition, Indo European Languages, Early Intervention, Foreign Countries, Language Impairments, Computational Linguistics, Receptive Language
Geographic Terms: Netherlands
Assessment and Survey Identifiers: Reynell Developmental Language Scales
DOI: 10.1017/S0305000919000667
ISSN: 0305-0009
Abstract: This study examined the quantity and quality of parental linguistic input to toddlers with moderate hearing loss (MHL) compared with toddlers with normal hearing (NH). The linguistic input to eighteen toddlers with MHL and twenty-four toddlers with NH was examined during a 10-minute free-play activity in their home environment. Results showed that toddlers with MHL were exposed to an equivalent amount of parental linguistic input compared to toddlers with NH. However, parents of toddlers with MHL used less high-level facilitative language techniques, used less mental state language, and used shorter utterances than parents of toddlers with NH. Quantity and quality measures of parental linguistic input were positively related to the expressive language abilities of toddlers with MHL.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1241249
Database: ERIC
FullText Text:
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  Data: Talk with Me! Parental Linguistic Input to Toddlers with Moderate Hearing Loss
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Child+Language%22"><i>Journal of Child Language</i></searchLink>. Jan 2020 47(1):186-204.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+%28Physiology%29%22">Hearing (Physiology)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+Linguistics%22">Computational Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1017/S0305000919000667
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  Data: 0305-0009
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the quantity and quality of parental linguistic input to toddlers with moderate hearing loss (MHL) compared with toddlers with normal hearing (NH). The linguistic input to eighteen toddlers with MHL and twenty-four toddlers with NH was examined during a 10-minute free-play activity in their home environment. Results showed that toddlers with MHL were exposed to an equivalent amount of parental linguistic input compared to toddlers with NH. However, parents of toddlers with MHL used less high-level facilitative language techniques, used less mental state language, and used shorter utterances than parents of toddlers with NH. Quantity and quality measures of parental linguistic input were positively related to the expressive language abilities of toddlers with MHL.
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  Data: 2020
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  Data: EJ1241249
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        Value: 10.1017/S0305000919000667
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Linguistic Input
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      – SubjectFull: Toddlers
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      – SubjectFull: Hearing Impairments
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      – SubjectFull: Play
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      – SubjectFull: Hearing (Physiology)
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      – SubjectFull: Language Usage
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      – SubjectFull: Correlation
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      – SubjectFull: Expressive Language
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Netherlands
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      – SubjectFull: Reynell Developmental Language Scales
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      – TitleFull: Talk with Me! Parental Linguistic Input to Toddlers with Moderate Hearing Loss
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