The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language

Autor/inn/en	Rufsvold, Ronda; Wang, Ye; Hartman, Maria C.; Arora, Sonia B.; Smolen, Elaine R.
Titel	The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language
Quelle	In: American Annals of the Deaf, 163 (2018) 1, S.35-60 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Preschool Children; Vocabulary Development; Comprehension; Concept Formation; Speech Communication; Listening; Audio Equipment; Computer Software; Statistical Analysis; Comparative Analysis; Adults; Intelligence Tests; Verbal Ability; Individual Characteristics; Assistive Technology; Special Schools; New York; California; Missouri; Boehm Test of Basic Concepts; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Verstehen; Verständnis; Concept learning; Begriffsbildung; Hörvorgang; Zuhören; Audio-CD; Statistische Analyse; Intelligence test; Intelligenztest; Mündliche Leistung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Special school; Sonderschule; Kalifornien
Abstract	The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH children who used spoken language as their communication modality and 11 typically hearing same-age peers. The children's language and the language spoken to them during all waking hours over a 2-day period (16 hours per day) were recorded and analyzed quantitatively and were compared to the children's performance on the Boehm Test of Basic Concepts and the Peabody Picture Vocabulary Test. The results highlight the relationship between the quantity of adult language and the language, vocabulary, and basic concept knowledge of DHH preschool children who use listening and spoken language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01