scholarly journals Comparing Word Characteristic Effects on Vocabulary of Children with Cochlear Implants

2019 ◽  
Vol 24 (4) ◽  
pp. 424-434
Author(s):  
Emily Lund
Keyword(s):  
Cochlear Implants ◽  
Neighborhood Density ◽  
Vocabulary Knowledge ◽  
Chronological Age ◽  
Word Knowledge ◽  
Word Form ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Phonotactic Probability ◽  
Density Results

Abstract Many studies have evaluated overall vocabulary knowledge of children who use cochlear implants, but there has been minimal focus on how word form characteristics affect this knowledge. This study evaluates the effects of neighborhood density and phonotactic probability on the expressive vocabulary of 81 children between five and seven years old (n = 27 cochlear implant users, n = 27 children matched for chronological age, and n = 27 children matched for vocabulary size). Children were asked to name pictures associated with words that have common and rare phonotactic probability and high and sparse neighborhood density. Results indicate that children with cochlear implants, similar to both groups of children with typical hearing, tend to know words with common probability/high density or with rare probability/ sparse density. Patterns of word knowledge for children with cochlear implants mirrored younger children matched for vocabulary size rather than age-matched children with typical hearing.

scholarly journals Manipulating word properties: Targeting vocabulary learning for children with and without speech sound inaccuracies

2012 ◽  
Vol 28 (1) ◽  
pp. 101-121
Author(s):  
Kimberly D McDowell ◽  
Jeri Carroll
Keyword(s):  
Phonological Awareness ◽  
Word Learning ◽  
Oral Language ◽  
Speech Sound ◽  
Absolute Number ◽  
Neighborhood Density ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Expressive Vocabulary ◽  
Phonotactic Probability

The purpose of this study was twofold: (1) to examine the relations between speech sound accuracy, vocabulary, and phonological awareness, and (2) to examine the effect of word properties of neighborhood density and phonotactic probability on word learning within a storybook context, for children with and without speech sound inaccuracies. Fifty K–1 children (aged 5–6 years; 25 with, 25 without speech sound inaccuracies) completed inclusionary measures of oral language, speech sound accuracy, hearing screening, oral–motor screening, and nonverbal intelligence. Participants completed study-specific measures of standardized receptive and expressive vocabulary, stimuli-specific vocabulary knowledge, and phonological awareness. Twice weekly, for 30 minutes, an 11-week storybook-based intervention took place, targeting word learning, with words selected based on density and probability. Storybooks were researcher generated to intentionally manipulate the word properties of the stimuli words. Each storybook contained two stimuli words, four exposures per word per reading. Results indicated that both speech sound accuracy and vocabulary predicted unique variance in phonological awareness in children with speech sound inaccuracies. No statistically significant differences in the absolute number of words children learned emerged. Group differences were noted in emerging word knowledge with typically developing children outperforming children with speech sound inaccuracies. Differences were noted in the types of words that children learned. Results suggest that children with speech sound inaccuracies may be at risk for later reading difficulties. Speech language pathologists need to be targeting words that promote change within a child’s phonological system (sublexical) and his/her lexical system.

scholarly journals Early Vocabulary Profiles of Young Deaf Children Who Use Cochlear Implants

2020 ◽  
Vol 63 (4) ◽  
pp. 1254-1269
Author(s):  
Jongmin Jung ◽  
Jessa Reed ◽  
Laura Wagner ◽  
Julie Stephens ◽  
Andrea D. Warner-Czyz ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Receptive Vocabulary ◽  
Deaf Children ◽  
Chronological Age ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Only Children ◽  
Closed Class ◽  
Communicative Development ◽  
The Mean

Purpose This study examined vocabulary profiles in young cochlear implant (CI) recipients and in children with normal hearing (NH) matched on receptive vocabulary size to improve our understanding of young CI recipients' acquisition of word categories (e.g., common nouns or closed-class words). Method We compared receptive and expressive vocabulary profiles between young CI recipients ( n = 48; mean age at activation = 15.61 months, SD = 4.20) and children with NH ( n = 48). The two groups were matched on receptive vocabulary size as measured by the MacArthur–Bates Communicative Development Inventories (Fenson et al., 2006): Words and Gestures form. The CI group had, on average, 8.98 months of hearing experience. The mean chronological age at completing the MacArthur–Bates Communicative Development Inventories was 23.99 months ( SD = 5.14) for the CI group and 13.72 months ( SD = 1.50) for the NH group. Results The CI group had a larger expressive vocabulary size than the receptive vocabulary size–matched NH group. The larger expressive vocabulary size was associated with the group difference in social words but not with common nouns. The analyses for predicate words and closed-class words included only children who produced the target categories. The CI group had a larger proportion of predicate words than the NH group, but no difference was found in closed-class words in expressive vocabulary. Conclusions Differences found in expressive vocabulary profiles may be affected by spoken vocabulary size and their age. A further examination is warranted using language samples to understand the effect of language input on children's vocabulary profiles.

scholarly journals The Relation Between Vocabulary Knowledge and Phonological Awareness in Children With Cochlear Implants

2020 ◽  
Vol 63 (7) ◽  
pp. 2386-2402
Author(s):  
Emily Lund
Keyword(s):  
Phonological Awareness ◽  
Target Word ◽  
Cochlear Implants ◽  
Normal Hearing ◽  
Neighborhood Density ◽  
High Density ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Lexical Knowledge ◽  
Lexical Information

Purpose The purpose of this study was to evaluate the relation between lexical knowledge and phonological awareness performance of children with cochlear implants. Method Thirty children with cochlear implants (aged 5–7 years), 30 children with normal hearing matched for age, and 30 children with normal hearing matched for vocabulary size participated in the study. Children completed a vocabulary knowledge measure and three phonological awareness tasks with words that had high and low neighborhood density. Results Children with cochlear implants performed more poorly than their age-matched peers and similarly to their vocabulary-matched peers on phonological awareness tasks. When performance was analyzed according to the neighborhood density of the target word, children with cochlear implants and age-matched children performed better with high-density words. Across all groups, vocabulary size correlated significantly with phonological awareness performance. Conclusion Children with cochlear implants demonstrate delays in both vocabulary knowledge and phonological awareness performance, but children with cochlear implants appear to take advantage of lexical information similarly to their age-matched peers.

scholarly journals Do Acoustic Environment Characteristics Affect the Lexical Development of Children With Cochlear Implants? A Longitudinal Study Before and After Cochlear Implant Activation

2021 ◽  
pp. 1-14
Author(s):  
Marinella Majorano ◽  
Margherita Brondino ◽  
Letizia Guerzoni ◽  
Alessandra Murri ◽  
Rachele Ferrari ◽  
...  
Keyword(s):  
Individual Differences ◽  
Cochlear Implants ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Data Logging ◽  
Vocabulary Size ◽  
Lexical Development ◽  
Acoustic Environment ◽  
Speech In Noise

Purpose This study investigates the acoustic environment of children with cochlear implants (CIs) and the relationship between exposure to speech, in noise and in quiet, and the children's lexical production up to 1 year after CI activation, while controlling for the effect of early individual differences in receptive vocabulary growth. Method Eighteen children with CIs were observed at 3, 6, and 12 months after CI activation. Children's spontaneous word production during interaction with their mothers (types and tokens) and their expressive and receptive vocabulary size were considered. The characteristics of the acoustic environments in terms of acoustic scenes (speech in noise or in quiet, quiet, noise, music, and other) and of loudness ranges were assessed using data logging of the children's devices. Results Data analysis showed that both the number of tokens and the number of types produced 1 year after CI activation were affected by the children's exposure to speech in quiet with a loudness range between 40 and 69 dB. Expressive vocabulary size and types were affected by the receptive vocabulary knowledge that the children achieved over the first 3 months after CI activation. Conclusions Our data support the role of speech environment and individual differences in early comprehension on lexical production. The importance of exposure to speech with particular characteristics for the lexical development of children with CIs and the implications for clinical practice are discussed.

scholarly journals Are Young Children With Cochlear Implants Sensitive to the Statistics of Words in the Ambient Spoken Language?

2015 ◽  
Vol 58 (3) ◽  
pp. 987-1000 ◽  
Author(s):  
Ling-Yu Guo ◽  
Karla K. McGregor ◽  
Linda J. Spencer
Keyword(s):  
Cochlear Implants ◽  
Spoken Language ◽  
Neighborhood Density ◽  
Statistical Characteristics ◽  
Archival Data ◽  
Vocabulary Size ◽  
Phonotactic Probability ◽  
Lexical Development ◽  
Communicative Development ◽  
Sensitivity Changes

Purpose The purpose of this study was to determine whether children with cochlear implants (CIs) are sensitive to statistical characteristics of words in the ambient spoken language, whether that sensitivity changes in expected ways as their spoken lexicon grows, and whether that sensitivity varies with unilateral or bilateral implantation. Method We analyzed archival data collected from the parents of 36 children who received cochlear implantation (20 unilateral, 16 bilateral) before 24 months of age. The parents reported their children's word productions 12 months after implantation using the MacArthur Communicative Development Inventories: Words and Sentences (Fenson et al., 1993). We computed the number of words, out of 292 possible monosyllabic nouns, verbs, and adjectives, that each child was reported to say and calculated the average phonotactic probability, neighborhood density, and word frequency of the reported words. Results Spoken vocabulary size positively correlated with average phonotactic probability and negatively correlated with average neighborhood density, but only in children with bilateral CIs. Conclusion At 12 months postimplantation, children with bilateral CIs demonstrate sensitivity to statistical characteristics of words in the ambient spoken language akin to that reported for children with normal hearing during the early stages of lexical development. Children with unilateral CIs do not.

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

Early Vocabulary in Children With Cochlear Implants: A Comparison Between Three Assessment Methods

2019 ◽  
Vol 42 (2) ◽  
pp. 101-121
Author(s):  
Louise Duchesne ◽  
Natacha Trudeau ◽  
Andrea A. N. MacLeod ◽  
François Bergeron ◽  
Elin Thordardottir
Keyword(s):  
Cochlear Implants ◽  
Parental Satisfaction ◽  
Parental Report ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
French Speaking ◽  
Language Data ◽  
Comprehensive Picture ◽  
Post Implantation ◽  
Language Sample

In children with a hearing loss who receive cochlear implants (CIs) under the age of 2, regular assessments are conducted to monitor auditory and linguistic progress. However, the collection of authentic, representative, and reliable expressive language data on young children with CIs remains a challenge. The purpose of the study was to determine whether data from parental report, language diary, and spontaneous language sample are equally representative of the development of expressive vocabulary over the first 12 months of CI use. Nine French-speaking children and their families participated in the study. We collected data at 3, 6, 9, and 12 months post-implantation, and we measured parental satisfaction regarding the use of a language diary. All three methods showed a progression in the total number of different words expressed over time and captured grammatical diversity. The findings suggest that when vocabulary size is still small, the diary might provide a more comprehensive picture of development than a vocabulary checklist.

scholarly journals A comparison of maternal and child language in normally-hearing and hearing-impaired children with cochlear implants

2016 ◽  
Vol 7 (2) ◽  
pp. 145-179 ◽  
Author(s):  
Liesbeth Vanormelingen ◽  
Sven De Maeyer ◽  
Steven Gillis
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Hearing Impaired ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Input And Output ◽  
Hearing Status ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

The present study examines the amount of input and output in congenitally hearing-impaired children with a cochlear implant (CI) and normally-hearing children (NH) and their normally-hearing mothers. The aim of the study was threefold: (a) to investigate the input provided by the two groups of mothers, (b) to investigate the output of the two groups of children, and (c) to investigate the influence of the mothers’ input on child output and expressive vocabulary size. Mothers are less influenced by their children’s hearing status than the children are: CI children are more talkative and slower speakers. Mothers influenced their children on most parameters, but strikingly, it was not maternal talkativeness as such, but the number of maternal turns that is the best predictor of a child’s expressive vocabulary size.

scholarly journals The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary

2010 ◽  
Vol 38 (3) ◽  
pp. 628-643 ◽  
Author(s):  
HOLLY L. STORKEL ◽  
JILL R. HOOVER
Keyword(s):  
Preschool Children ◽  
Probability Density ◽  
Word Learning ◽  
Picture Naming ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Phonotactic Probability ◽  
Density Effects ◽  
Floor Effects

ABSTRACTThe goal of this study was to examine the influence of part-word phonotactic probability/neighborhood density on word learning by preschool children with normal vocabularies that varied in size. Ninety-eight children (age 2 ; 11–6 ; 0) were taught consonant-vowel-consonant (CVC) nonwords orthogonally varying in the probability/density of the CV (i.e. body) and VC (i.e. rhyme). Learning was measured via picture naming. Children with the lowest expressive vocabulary scores showed no effect of either CV or VC probability/density, although floor effects could not be ruled out. In contrast, children with low or high expressive vocabulary scores demonstrated sensitivity to part-word probability/density with the nature of the effect varying by group. Children with the highest expressive vocabulary scores displayed yet a third pattern of part-word probability/density effects. Taken together, word learning by preschool children was influenced by part-word probability/density but the nature of this influence appeared to depend on the size of the lexicon.

scholarly journals VOCABULARY SIZE AT FOUR STAGES OF LANGUAGE DEVELOPMENT

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Nina Daskalovska
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Vocabulary Size ◽  
School Students ◽  
Authentic Texts ◽  
The Difference

One of the main aims of language learning is developing communicative competence, or the ability to communicate effectively in everyday situations. In order to achieve that, besides grammar knowledge, learners need to acquire enough vocabulary knowledge that would enable them to use the language outside the classroom, which requires acquiring significant receptive and productive word knowledge in order to be able to participate in various communicative situations. Research shows that the most frequent 2000 words comprise about 85% of the words in any text regardless of the topic, and that learners need to know at least 3000 word families in order to be able to use the language successfully and to be able to read authentic texts with understanding. However, experience shows that acquiring a large vocabulary is one of the biggest obstacles that language learners face in the process of language acquisition. Nevertheless, since vocabulary knowledge is the key component of the overall communicative competence, is it necessary to invest time and effort to learn the most frequent words in the language. The aim of this study is to determine the vocabulary size of language learners at four stages of language development. In addition, the study attempts to determine the difference between receptive and productive knowledge of vocabulary, as well as the difference between knowledge of words seen in isolation and in context. The participants were four groups of learners, of whom three groups comprised elementary and secondary school students and one group were university students. The results showed that during the first five years of learning the vocabulary knowledge increases at a greater rate, that learners have better receptive than productive knowledge of words, and that seeing words in context helps learners demonstrate greater receptive and productive vocabulary knowledge. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0725/a.php" alt="Hit counter" /></p>

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