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Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing

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Title: Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing
Language: English
Authors: Squires, Bonita (ORCID 0000-0003-0038-0659), Kay-Raining Bird, Elizabeth
Source: Communication Disorders Quarterly. Feb 2023 44(2):107-116.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Descriptors: Inclusion, Foreign Countries, Deafness, Hearing Impairments, Listening Skills, Listening Comprehension, Auditory Tests, Students with Disabilities, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Student Characteristics, Cognitive Ability, Intelligence Tests, Acoustics, Elementary School Students, Middle School Students, Classroom Environment
Geographic Terms: Canada
Assessment and Survey Identifiers: Stanford Binet Intelligence Scale
DOI: 10.1177/15257401221074412
ISSN: 1525-7401
1538-4837
Abstract: Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16 typically hearing (TH) 7- to 12-year-old monolingual English speakers in Canada. Children were asked about their ability to hear and understand the teacher, other students, and people in different environments. Findings showed surprising similarities across groups in terms of numbers of "no difficulty" responses and awareness of listening barriers related to speaker and environmental characteristics. Unsurprisingly, children who are D/HH were more likely to discuss hearing technologies and to attribute difficulties to their hearing abilities. Findings suggest that children who are D/HH with poor speech discrimination in noise abilities require support in developing awareness of and expressing difficulties with listening abilities.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1362348
Database: ERIC
FullText Text:
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  Data: Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing
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  Data: <searchLink fieldCode="AR" term="%22Squires%2C+Bonita%22">Squires, Bonita</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0038-0659">0000-0003-0038-0659</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kay-Raining+Bird%2C+Elizabeth%22">Kay-Raining Bird, Elizabeth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. Feb 2023 44(2):107-116.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Stanford+Binet+Intelligence+Scale%22">Stanford Binet Intelligence Scale</searchLink>
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  Data: 10.1177/15257401221074412
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– Name: Abstract
  Label: Abstract
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  Data: Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16 typically hearing (TH) 7- to 12-year-old monolingual English speakers in Canada. Children were asked about their ability to hear and understand the teacher, other students, and people in different environments. Findings showed surprising similarities across groups in terms of numbers of "no difficulty" responses and awareness of listening barriers related to speaker and environmental characteristics. Unsurprisingly, children who are D/HH were more likely to discuss hearing technologies and to attribute difficulties to their hearing abilities. Findings suggest that children who are D/HH with poor speech discrimination in noise abilities require support in developing awareness of and expressing difficulties with listening abilities.
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  Data: EJ1362348
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        Value: 10.1177/15257401221074412
    Languages:
      – Text: English
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      – SubjectFull: Deafness
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      – SubjectFull: Listening Skills
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