Contributions of Early Vocabulary Knowledge to Literacy Growth in Children with Cochlear Implants and Hearing Aids
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| Title: | Contributions of Early Vocabulary Knowledge to Literacy Growth in Children with Cochlear Implants and Hearing Aids |
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| Language: | English |
| Authors: | Emily Lund (ORCID |
| Source: | Volta Review. 2025 125(1):33-45. |
| Availability: | Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: https://www.agbell.org/Advocacy/Volta-Review |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Hard of Hearing, Sensory Aids, Vocabulary Development, Language Skills, Knowledge Management, Verbal Development, Young Children |
| ISSN: | 0042-8639 2162-5158 |
| Abstract: | Children who are deaf and hard of hearing (DHH) and learning to listen and speak begin developing spoken language skills later than their peers with typical hearing (TH). Consequently, it is well-documented that those children who are DHH lag their TH peers in spoken vocabulary development during their earliest years and on average, those lags continue into elementary school (Lund et al., 2022; Nittrouer & Lowenstein, 2024; Walker et al., 2019). With consistent use of amplification and early intervention, there are many children who are DHH who do develop overall spoken vocabulary that falls in the "range of normal" on norm-referenced, single-word tests of vocabulary (Busch et al., 2022; Cupples et al., 2018). However, there is evidence that even higher-performing DHH children may develop different types of word knowledge than children with typical hearing and those differences are not always captured by single-word measures (Lund & Werfel, 2025; Nott et al., 2009; Trevino et al., 2025). Types of word knowledge can influence the development of other complex language skills and later academic success (e.g., Schuth et al., 2017). Thus, there is a need to consider not only how many words children who are DHH know, but also which words those children are learning. The purpose of this work is to examine two types of word knowledge--concept knowledge and organizational knowledge--that may develop differently for children who are DHH and learning spoken language, and to consider how that word knowledge affects later development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://agbell.org/docs-category/volta-review/ |
| Accession Number: | EJ1483204 |
| Database: | ERIC |
| Abstract: | Children who are deaf and hard of hearing (DHH) and learning to listen and speak begin developing spoken language skills later than their peers with typical hearing (TH). Consequently, it is well-documented that those children who are DHH lag their TH peers in spoken vocabulary development during their earliest years and on average, those lags continue into elementary school (Lund et al., 2022; Nittrouer & Lowenstein, 2024; Walker et al., 2019). With consistent use of amplification and early intervention, there are many children who are DHH who do develop overall spoken vocabulary that falls in the "range of normal" on norm-referenced, single-word tests of vocabulary (Busch et al., 2022; Cupples et al., 2018). However, there is evidence that even higher-performing DHH children may develop different types of word knowledge than children with typical hearing and those differences are not always captured by single-word measures (Lund & Werfel, 2025; Nott et al., 2009; Trevino et al., 2025). Types of word knowledge can influence the development of other complex language skills and later academic success (e.g., Schuth et al., 2017). Thus, there is a need to consider not only how many words children who are DHH know, but also which words those children are learning. The purpose of this work is to examine two types of word knowledge--concept knowledge and organizational knowledge--that may develop differently for children who are DHH and learning spoken language, and to consider how that word knowledge affects later development. |
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| ISSN: | 0042-8639 2162-5158 |
