Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

Autor/in	Holt, Rachael Frush
Titel	Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners
Quelle	In: Education Sciences, 9 (2019), Artikel 153 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Assistive Technology; Hearing Impairments; Deafness; Speech Communication; Children; Risk; Literacy Education; Auditory Perception; Phonology; Phonological Awareness; Phonemes; Surgery + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Child; Kind; Kinder; Risiko; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Fonologie; Fonem; Chirurgie
Abstract	Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01