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Lexical-Semantic Organization as Measured by Repeated Word Association in Children Who Are Deaf and Hard of Hearing Who Use Spoken Language

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Title: Lexical-Semantic Organization as Measured by Repeated Word Association in Children Who Are Deaf and Hard of Hearing Who Use Spoken Language
Authors: Olivia Rush, Krystal L. Werfel, Emily Lund
Source: Journal of Speech, Language, and Hearing Research. 2023 66(10):3925-3939.
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: 15
Publication Date: 2023
Sponsoring Agency: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
Contract Number: R01DC017173
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Kindergarten
Descriptors: Grade 1, Kindergarten, Young Children, Elementary School Students, Deafness, Assistive Technology, Associative Learning, Speech Communication, Vocabulary Development, Semantics, American Sign Language, Verbal Development, Repetition, Hearing (Physiology)
Geographic Terms: South Carolina
DOI: 10.1044/2023_JSLHR-23-00096
ISSN: 1092-4388
1558-9102
Abstract: Purpose: This study compares responses of children who are deaf and hard of hearing (DHH) who use spoken language with responses of children who have typical hearing on a repeated word association task to evaluate lexical-semantic organization. Method: This study included 109 participants in early kindergarten or who had completed first grade. The younger group included 30 children with typical hearing, 22 with hearing aids, and 21 with cochlear implants. The older group included 16 children with typical hearing, nine with hearing aids, and 11 with cochlear implants. Children were asked to give a word associated with 24 stimuli words. Responses were coded according to their relation to the target. Results: An analysis of variance revealed that older children, regardless of hearing status, produced more semantically related responses to prompts than younger children. Children in the younger DHH group differed from children with typical hearing in their production of non-semantically related responses: They produced errored responses at higher rates. Conclusion: This preliminary data may indicate an early deficit in recognition of semantic relations between words for children who are DHH and provides a basis for continued longitudinal study of changes in lexical-semantic organization.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407063
Database: ERIC
FullText Links:
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  Label: Title
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  Data: Lexical-Semantic Organization as Measured by Repeated Word Association in Children Who Are Deaf and Hard of Hearing Who Use Spoken Language
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Olivia+Rush%22">Olivia Rush</searchLink><br /><searchLink fieldCode="AR" term="%22Krystal+L%2E+Werfel%22">Krystal L. Werfel</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Lund%22">Emily Lund</searchLink>
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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>. 2023 66(10):3925-3939.
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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: Y
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  Data: 15
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  Data: 2023
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  Data: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
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  Data: R01DC017173
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Associative+Learning%22">Associative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22American+Sign+Language%22">American Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Development%22">Verbal Development</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+%28Physiology%29%22">Hearing (Physiology)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Carolina%22">South Carolina</searchLink>
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  Data: 10.1044/2023_JSLHR-23-00096
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study compares responses of children who are deaf and hard of hearing (DHH) who use spoken language with responses of children who have typical hearing on a repeated word association task to evaluate lexical-semantic organization. Method: This study included 109 participants in early kindergarten or who had completed first grade. The younger group included 30 children with typical hearing, 22 with hearing aids, and 21 with cochlear implants. The older group included 16 children with typical hearing, nine with hearing aids, and 11 with cochlear implants. Children were asked to give a word associated with 24 stimuli words. Responses were coded according to their relation to the target. Results: An analysis of variance revealed that older children, regardless of hearing status, produced more semantically related responses to prompts than younger children. Children in the younger DHH group differed from children with typical hearing in their production of non-semantically related responses: They produced errored responses at higher rates. Conclusion: This preliminary data may indicate an early deficit in recognition of semantic relations between words for children who are DHH and provides a basis for continued longitudinal study of changes in lexical-semantic organization.
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  Data: 2024
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  Data: EJ1407063
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    Identifiers:
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        Value: 10.1044/2023_JSLHR-23-00096
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 3925
    Subjects:
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Speech Communication
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Semantics
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      – SubjectFull: American Sign Language
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      – SubjectFull: Verbal Development
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      – SubjectFull: Repetition
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      – SubjectFull: Hearing (Physiology)
        Type: general
      – SubjectFull: South Carolina
        Type: general
    Titles:
      – TitleFull: Lexical-Semantic Organization as Measured by Repeated Word Association in Children Who Are Deaf and Hard of Hearing Who Use Spoken Language
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