Effects of Parents' Mealtime Conversation Techniques for Preschool Children with Hearing Loss Who Use Listening and Spoken Language

Autor/inn/en	Smolen, Elaine R.; Wang, Ye; Hartman, Maria C.; Lee, Young-Sun
Titel	Effects of Parents' Mealtime Conversation Techniques for Preschool Children with Hearing Loss Who Use Listening and Spoken Language
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 3, S.979-992 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smolen, Elaine R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Hearing Impairments; Parent Child Relationship; Interpersonal Communication; Language Usage; Preschool Children; Receptive Language; Vocabulary; Vocabulary Development; Correlation; Siblings; Communication Strategies; California; Missouri; New Jersey; New York; Washington; Peabody Picture Vocabulary Test; Boehm Test of Basic Concepts + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Wortschatz; Wortschatzarbeit; Korrelation; Sibling; Geschwister; Kommunikationsstrategie; Kalifornien
Abstract	Purpose: This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's receptive vocabulary and basic-concepts skills. Method: Twenty-minute dinnertime segments were extracted from naturalistic, daylong recordings of 37 preschoolers with HL who used listening and spoken language. The segments were hand-coded for parents' use of conversation techniques. Children's receptive vocabulary and basic concepts were assessed using standardized measures. Results: Parents' use of conversation techniques varied widely, with closed-ended elicitation and directives used most frequently during dinner. Explicit vocabulary instruction was correlated with general receptive vocabulary and basic-concepts skills. Thematic analysis of the conversations revealed common themes, including concrete topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. Conclusions: Parents of preschoolers with HL may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01