Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers: Effect of Lexicon Size and Language Modality

Autor/inn/en	Lederberg, Amy R.; Spencer, Patricia E.
Titel	Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers: Effect of Lexicon Size and Language Modality
Quelle	In: Journal of Deaf Studies and Deaf Education, 14 (2009) 1, S.44-62 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enn021
Schlagwörter	Linguistics; Deafness; Vocabulary Development; Preschool Children; Teaching Methods; Correlation; Evaluation Methods; Learning Processes; Partial Hearing + Suchen Sie Ihr Suchwort? Linguistik; Gehörlosigkeit; Taubstummheit; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Learning process; Lernprozess; Hörbehinderung
Abstract	Deaf and hard-of-hearing (DHH) children's ability to rapidly learn novel words through direct reference and through novel mapping (i.e., inferring that a novel word refers to a novel object) was examined. Ninety-eight DHH children, ranging from 27 to 82 months old, drawn from 12 schools in five states participated. In two tasks that differed in how reference was established, word-learning abilities were measured by children's ability to learn novel words after only three exposures. Three levels of word-learning abilities were identified. Twelve children did not rapidly learn novel words. Thirty-six children learned novel words rapidly but only in the direct reference task. Forty-nine children learned novel words rapidly in both direct reference and novel mapping tasks. These levels of word-learning abilities were evident in children who were in oral-only and in signing environments, in children with cochlear implants, and in deaf children of deaf parents. Children's word-learning abilities were more strongly correlated to lexicon size than age, and this relation was similar for children in these different language-learning environments. Acquisition of these word-learning abilities seems based on linguistic mechanisms that are available to children in a wide range of linguistic environments. In addition, the word-learning tasks offer a promising dynamic assessment tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10