Effect of Repeated Exposures on Word Learning in Quiet and Noise

Autor/inn/en	Blaiser, Kristina M.; Nelson, Peggy B.; Kohnert, Kathryn
Titel	Effect of Repeated Exposures on Word Learning in Quiet and Noise
Quelle	In: Communication Disorders Quarterly, 37 (2015) 1, S.25-35 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740114554483
Schlagwörter	Preschool Children; Acoustics; Educational Environment; Deafness; Word Study Skills; Word Recognition; Speech Language Pathology; Participant Characteristics; Language Tests; Repetition; Intervention; Program Effectiveness; Program Evaluation; Achievement Gains; Control Groups; Experimental Groups; Inclusion; Intelligence Tests; Vocabulary; Verbal Ability; Statistical Analysis; Minnesota; Peabody Picture Vocabulary Test; Preschool Language Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Akustik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gehörlosigkeit; Taubstummheit; Wortschatzanalyse; Worterkennung; Language test; Sprachtest; Wiederholung; Programme evaluation; Programmevaluation; Achievement gain; Leistungssteigerung; Inklusion; Intelligence test; Intelligenztest; Wortschatz; Mündliche Leistung; Statistische Analyse
Abstract	This study examines the impact of repeated exposures on word learning of preschool children with and without hearing loss (HL) in quiet and noise conditions. Participants were 19 children with HL and 17 peers with normal hearing (NH). Children were introduced to 16 words: 8 in quiet and 8 in noise conditions. Production and identification scores were collected after single exposures to words and following three exposures through individual training sessions. A significant main effect for Exposure was found for identification with significant Hearing Status × Exposure interaction, with children in the NH outperforming the HL group when only one exposure to the target words was provided. Repeated exposures to target words provide benefits to both groups of preschool children, but offer additional benefits to children with HL, particularly younger children. This provides additional support for speech-language pathologists to preview and review vocabulary introduced in classroom settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01