Cross-Modal Digit Span and Vocabulary Proficiency in Deaf or Hard-of-Hearing Children

Autor/inn/en	Ming Lo; Yi-Xiu Lin; Chih-Wei Hue; Shiou-Yuan Chen; Tzu-Ya Wang; Pei-Hua Chen
Titel	Cross-Modal Digit Span and Vocabulary Proficiency in Deaf or Hard-of-Hearing Children
Quelle	In: Journal of Deaf Studies and Deaf Education, 29 (2024) 4, S. 485-493Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/jdsade/enae020
Schlagwörter	Forschungsbericht; Deafness; Hearing Impairments; Children; Vocabulary; Language Proficiency; Correlation; Short Term Memory; Language Tests; Cognitive Processes + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Child; Kind; Kinder; Wortschatz; Language skill; Language skills; Sprachkompetenz; Korrelation; Kurzzeitgedächtnis; Language test; Sprachtest; Cognitive process; Kognitiver Prozess
Abstract	This study aims to examine the relationship between vocabulary proficiency and short-term memory capacity in deaf or hard-of-hearing (DHH) children. We test the hypothesis that the relationship between vocabulary skills and digit span performance could be strengthened when the digit span task encompasses cross-modal integration processes. A group of DHH children performed two types of auditory digit span tasks. Furthermore, they participated in a standardized vocabulary proficiency test, comprising two subtests: Receptive Vocabulary and Expressive Vocabulary. The verbal digit span served as a significant predictor of Expressive Vocabulary among the DHH children. Simultaneously, the auditory-pointing digit span accounted for a substantial portion of performance variation in both Receptive and Expressive Vocabulary. After considering the impact of the duration of auditory-verbal intervention through regression models, likelihood ratio tests demonstrated that the auditory-pointing digit span persisted as a significant determinant of both receptive and expressive vocabulary skills. A positive influence of the intervention was also confirmed by the present results. This study provides evidence that memory span and the ability to integrate cross-modal information could serve as significant cognitive correlates of vocabulary proficiency in DHH children. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04