The Spoken Syntax of Normal, Hard-of-Hearing, and Deaf Children

1966 ◽  
Vol 9 (4) ◽  
pp. 604-610 ◽  
Author(s):  
John B. Brannon ◽  
Thomas Murry
Keyword(s):  
Hearing Loss ◽  
Word Order ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Total Output ◽  
Control Group ◽  
Moderate Correlation ◽  
Impaired Children ◽  
Language Sample

A spoken language sample of 50 sentences was obtained from 30 normal and 30 hearing-impaired children and quantified according to total output and syntactical accuracy. A total score of structural accuracy (syntax) was obtained by combining the errors of addition, omission, substitution, and word order. The hard-of-hearing subgroup resembled the control group in its total output of words, but the deaf subgroup was significantly lower in this measure. The differences between syntax scores were significant among all three groups. A moderate correlation was found between average hearing loss and total words uttered; a higher correlation resulted when hearing loss and measures of syntax were paired.

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

2020 ◽  
pp. 095679762096038
Author(s):  
Chi-Lin Yu ◽  
Christopher M. Stanzione ◽  
Henry M. Wellman ◽  
Amy R. Lederberg
Keyword(s):  
Theory Of Mind ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Older Children ◽  
Language Abilities ◽  
Hearing Parents ◽  
Developmental Relationship

Deaf and hard-of-hearing (DHH) children born to hearing parents have profound theory-of-mind (ToM) delays, yet little is known about how providing hearing assistance early in life, through cochlear implants and hearing aids, influences their ToM development. We thus addressed (a) whether young DHH children with early hearing provision developed ToM differently than older children did in previous research and (b) what ToM understandings characterize this understudied population. Findings from 84 three- to six-year-old DHH children primarily acquiring spoken language demonstrated that accumulated hearing experience influenced their ToM, as measured by a five-step ToM scale. Moreover, language abilities mediated this developmental relationship: Children with more advanced language abilities, because of more time using cochlear implants and hearing aids, had better ToM growth. These findings demonstrate the crucial relationships among hearing, language, and ToM for DHH children acquiring spoken language, thereby addressing theoretical and practical questions about ToM development.

Linguistic Word Classes in the Spoken Language of Normal, Hard-of-Hearing, and Deaf Children

1968 ◽  
Vol 11 (2) ◽  
pp. 279-287 ◽  
Author(s):  
John B. Brannon
Keyword(s):  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Classification System ◽  
Spoken Language ◽  
Spoken Word ◽  
Deaf Children ◽  
Word Class ◽  
New Classification ◽  
Word Classes

The spoken language of three groups of subjects—normal, hard-of-hearing, and deaf—was analyzed by means of a new classification system devised by Jones, Goodman, and Wepman. Each spoken word was sorted into one of 14 word classes. Group means for each word class were compared. It was concluded that a significant hearing impairment reduces productivity of both tokens and types of words. A moderate impairment lowers the use of adverbs, pronouns, and auxiliaries; a profound impairment reduces nearly all classes. In proportion to total word output the deaf overused nouns and articles, underused prepositions, quantifiers, and indefinites.

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

Literacy Attainment Among Children Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 9-23
Author(s):  
Margaret Harris ◽  
Emmanouela Terlektsi
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Hearing Aid ◽  
Spoken Language ◽  
Learning To Read ◽  
Future Developments ◽  
Literacy Outcomes ◽  
Looking Back

The chapter begins by looking back at the review of literacy outcomes among children who are deaf or hard of hearing (DHH), published in 1996 by Marschark and Harris. In the light of developments in hearing aid technology and the age at which hearing loss is now identified, the chapter considers whether the picture described in the review has changed significantly in the two decades that have elapsed since its publication. It assesses evidence about levels of literacy attainment across the two decades and shows that, while spoken language has improved for many children, levels of literacy have not seen a commensurate improvement. The chapter also considers how views of the skills that predict success and failure in learning to read have evolved. It ends by considering how children who are DHH can be taught most effectively to read, and it speculates about future developments both in technology and in teaching.

Language Sample Practices With Children Who Are Deaf and Hard of Hearing

2018 ◽  
Vol 49 (4) ◽  
pp. 950-964 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Megan A. Shannahan
Keyword(s):  
Hard Of Hearing ◽  
Current Practice ◽  
Interprofessional Collaboration ◽  
The United States ◽  
Spoken Language ◽  
Descriptive Statistics ◽  
Common Language ◽  
Language Sampling ◽  
Language Sample ◽  
Excel File

Purpose In this study, we aimed to identify common language sample practices of professionals who work with children who are Deaf/hard of hearing (DHH) who use listening and spoken language as a means to better understand why and how language sampling can be utilized by speech-language pathologists serving this population. Method An electronic questionnaire was disseminated to professionals who serve children who are DHH and use listening and spoken language in the United States. Participant responses were coded in an Excel file and checked for completeness. Descriptive statistics were used to analyze trends. Results A total of 168 participants participated in the survey. A majority of participants reported that they use language sampling as a part of their intervention when working with children who are DHH. However, approximately half of participants reported using norm-referenced testing most often when evaluating language of children who are DHH, regardless of the fact that they felt that language samples were more sensitive in identifying the errors of children who are DHH. Participants reported using language samples to monitor progress and set goals for clients. Participants rarely used language samples for eligibility and interprofessional collaboration. Conclusions Language samples offer a unique way to examine a child's language development that norm-referenced assessments are not sensitive enough to detect, particularly for children who are DHH. This offers insights into current practice and implications for the development of a more clearly defined language sample protocol to guide practices in the use of language samples with children who are DHH and use listening and spoken language.

Auditory Verbal Therapy: A Family-Centered Listening and Spoken Language Intervention for Children With Hearing Loss and Their Families

2017 ◽  
Vol 2 (9) ◽  
pp. 54-65
Author(s):  
Elizabeth A. Rosenzweig
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Language Intervention ◽  
Universal Newborn Hearing Screening ◽  
Language Outcome ◽  
Newborn Hearing ◽  
Children With Hearing Loss ◽  
Auditory Verbal Therapy ◽  
Family Centered

There are many ways for children with hearing loss to learn to communicate. Advances in universal newborn hearing screening and hearing technology have enabled many families to elect a listening and spoken language outcome for their children, regardless of degree of hearing loss. Auditory Verbal Therapy is a family-centered approach to developing listening and spoken language for children who are deaf or hard of hearing. Professionals certified in Auditory Verbal Therapy (AVT) provide services under a guiding set of 10 principles, enumerated in this article with their attendant research bases and practical/clinical implications.

scholarly journals Circulating cell free DNA and miRNA Amount in Congenital Hearing Loss

Acta Medica ◽  
2018 ◽  
Vol 49 (3) ◽  
pp. 19
Author(s):  
Ozge Caglar ◽  
Akin Cayir ◽  
Begum Cilgin ◽  
Sefa Derekoy
Keyword(s):  
Hearing Loss ◽  
Private School ◽  
Deaf Children ◽  
Control Group ◽  
Congenital Hearing Loss ◽  
Healthy Individuals ◽  
Cell Free Dna ◽  
Free Dna ◽  
Group 5 ◽  
Circulating Cell Free Dna

Objective: Our aim is to detect the amount of miRNA and free DNA in the peripheral blood of young people with congenital hearing loss and compare this with control group. Materials and Methods: In our study, 16 patients who have congenital hearing loss and  go to the private school for deaf children and 16 healthy individuals  were selected in the same age group.  5 cc blood was taken from peripheral vessels of   each individual. We compared the circulating cell-free DNA and miRNA amount with the results of the control group. Results: The ccfDNA amount of the patients with hearing loss was lower than the control group and  It was  statistically significant. On the contrary, we found the higher amount of ccfmiRNA in plasma samples of the patients with hearing loss. The statistical analysis showed that ccfmiRNA amount in congenital loss is consistently significantly higher than the control group. Conclusion: The miRNA and freeDNA can be used early in the diagnosis of congenital hearing loss.

Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-Hearing Children and Adults

2020 ◽  
pp. 149-166
Author(s):  
Kathryn Crowe ◽  
Linda Cupples
Keyword(s):  
Hearing Loss ◽  
Language Processing ◽  
Hard Of Hearing ◽  
Oral Language ◽  
Spoken Language ◽  
Evidence Base ◽  
Cognitive Differences ◽  
Attention Task ◽  
Bilingual Advantage ◽  
Hearing Children

A sizable proportion of deaf and hard-of-hearing (DHH) people are multilingual, either through use of language that involves more than one modality (i.e., signing and speaking/listening) or the use of two or more languages within the same modality. There is a constantly evolving body of research that describes cognitive differences between monolinguals and multilinguals, the majority of which examines people without hearing loss who use more than one spoken language. Much less attention has been paid to cognitive differences associated with multilingualism in people who are DHH and people who use signed languages. This chapter briefly summarizes research describing differences in cognition between monolingual and multilingual oral language users without hearing loss, and then focuses on research comparing bimodal bilinguals (both DHH and hearing) with monolinguals and/or spoken-language multilinguals. Areas of cognition that are discussed include language processing, inhibition and selective attention, task switching, and working memory. In general, findings were inconclusive or inconsistent regarding a bilingual advantage or disadvantage in cognitive processes for bimodal bilinguals. However, the evidence base was limited and further research is essential if stronger conclusions are to be drawn.

Hearing Impaired Children and ASD: The Importance of Early Identification and Intervention and its Role in Further Development of Life

2017 ◽  
Vol 12 (3) ◽  
pp. 128-143
Author(s):  
Szandra Lukács ◽  
Judit Mészáros
Keyword(s):  
Hard Of Hearing ◽  
Single Case ◽  
Hearing Impaired ◽  
Team Work ◽  
Deaf Children ◽  
Limited Data ◽  
Professional Field ◽  
Key Aspects ◽  
Further Development ◽  
Impaired Children

AbstractDealing with hard of hearing or deaf children plus ASD diagnosis has had limited data available in the literature. This article is a brief of overview of about the heterogeneity of hearing-impaired children’s group, the differential diagnostic aspects and difficulties in the professional field and summarizes of our team work. One of the key aspects of the article is the parents' view, the parents' informing. We introduce some single-case studies which demonstrate the Hungarian practice.

Influence of Age, Sex, Etiology, and Hearing Loss on Balance Performance by Deaf Children

1986 ◽  
Vol 62 (2) ◽  
pp. 659-663 ◽  
Author(s):  
Stephen A. Butterfield ◽  
Walter F. Ersing
Keyword(s):  
Hearing Loss ◽  
Short Form ◽  
Dynamic Balance ◽  
Children And Youth ◽  
Deaf Children ◽  
Balance Performance ◽  
Expected Performance ◽  
Significant Difference ◽  
The Mean ◽  
Impaired Children

The purpose of this study was to examine the influence of age, sex, etiology, and degree of hearing loss on the static and dynamic balance performance of hearing impaired children and youth ( N = 132), ages 3 to 14 yr. The subjects were individually assessed on Items 2 and 7 of Subtest 2 of the Short Form of the Bruininks-Oseretsky Test of Motor Proficiency. As expected, performance on both tasks improved with chronological age. In comparing the performance of subjects by etiology, only one significant difference emerged; those with genetic deafness were superior on static balance to those whose deafness was idiopathic. However, the mean scores for the genetic group were superior for both balance tasks. The sex of the child as well as extent of hearing loss did not affect performance in either task.

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