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Complex Language Use in Children with Hearing Loss: A Scoping Review

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Title: Complex Language Use in Children with Hearing Loss: A Scoping Review
Language: English
Authors: Klieve, Sharon (ORCID 0000-0002-1480-9420), Eadie, Patricia, Graham, Lorraine (ORCID 0000-0002-6810-9569), Leitão, Suze (ORCID 0000-0003-3229-3226)
Source: Journal of Speech, Language, and Hearing Research. Feb 2023 66(2):688-719.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 32
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Secondary Education
Early Childhood Education
Preschool Education
Descriptors: Language Usage, Hearing Impairments, Syntax, Language Acquisition, Students with Disabilities, English, Children, Adolescents, Grammar, Deafness, Foreign Countries, Elementary Secondary Education, Preschool Education, Language Skills
Geographic Terms: United States, United Kingdom, Israel, Australia, Sweden, Turkey, Netherlands, France, Iran, Japan
Assessment and Survey Identifiers: Clinical Evaluation of Language Fundamentals, Test of Language Development
DOI: 10.1044/2022_JSLHR-22-00270
ISSN: 1092-4388
1558-9102
Abstract: Purpose: Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of intervention that will facilitate learning complex syntax for this cohort of children. This scoping review aims to identify what is currently known about the complex syntax use of CHL who communicate through spoken language, and uncover gaps in the literature to guide further research. Method: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. The Covidence software was utilized to manage the initial and full-text screening process for the search. Results: From a total of 304 studies, 42 studies were identified that met the eligibility criteria. The review highlights the use of broad-based language assessments and limited use of specific descriptions of the types of complex syntactic structures and skills. Conclusions: Findings highlight the need for assessment protocols and analysis methods that better support the description of complex syntax profiles for CHL. School-age CHL continue to display challenges with complex syntax development. The review highlighted the need for further research to improve understanding of the complex syntax strengths and vulnerabilities of CHL. Further investigation is needed to better understand their ability to combine ideas and build complexity in their language use, which in turn can inform teaching in schools and interventions for children who require support.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1380750
Database: ERIC
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  Data: Complex Language Use in Children with Hearing Loss: A Scoping Review
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  Data: <searchLink fieldCode="AR" term="%22Klieve%2C+Sharon%22">Klieve, Sharon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1480-9420">0000-0002-1480-9420</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eadie%2C+Patricia%22">Eadie, Patricia</searchLink><br /><searchLink fieldCode="AR" term="%22Graham%2C+Lorraine%22">Graham, Lorraine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6810-9569">0000-0002-6810-9569</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leitão%2C+Suze%22">Leitão, Suze</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3229-3226">0000-0003-3229-3226</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. Feb 2023 66(2):688-719.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: 32
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink><br /><searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink><br /><searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 10.1044/2022_JSLHR-22-00270
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  Label: ISSN
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  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of intervention that will facilitate learning complex syntax for this cohort of children. This scoping review aims to identify what is currently known about the complex syntax use of CHL who communicate through spoken language, and uncover gaps in the literature to guide further research. Method: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. The Covidence software was utilized to manage the initial and full-text screening process for the search. Results: From a total of 304 studies, 42 studies were identified that met the eligibility criteria. The review highlights the use of broad-based language assessments and limited use of specific descriptions of the types of complex syntactic structures and skills. Conclusions: Findings highlight the need for assessment protocols and analysis methods that better support the description of complex syntax profiles for CHL. School-age CHL continue to display challenges with complex syntax development. The review highlighted the need for further research to improve understanding of the complex syntax strengths and vulnerabilities of CHL. Further investigation is needed to better understand their ability to combine ideas and build complexity in their language use, which in turn can inform teaching in schools and interventions for children who require support.
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        Value: 10.1044/2022_JSLHR-22-00270
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      – Text: English
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        PageCount: 32
        StartPage: 688
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      – SubjectFull: Hearing Impairments
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      – SubjectFull: Syntax
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