scholarly journals The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language

2018 ◽  
Vol 163 (1) ◽  
pp. 35-60 ◽  
Author(s):  
Ronda Rufsvold ◽  
Ye Wang ◽  
Maria C. Hartman ◽  
Sonia B. Arora ◽  
Elaine R. Smolen
Keyword(s):  
Preschool Children ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Language Input ◽  
The Impact

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).

Phonologically Based Interventions in Spoken Language and Sign Bilingual Settings

2020 ◽  
pp. 279-296
Author(s):  
Beverly Trezek ◽  
Connie Mayer ◽  
Ye Wang
Keyword(s):  
Reading Instruction ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Educational Interventions ◽  
Spoken Language ◽  
Future Research ◽  
Reading And Writing ◽  
Writing Research ◽  
The Impact

While evidence of phonologically related abilities among individuals who are deaf or hard of hearing (DHH) has been available for decades, educational interventions specifically aimed at teaching DHH learners these reading skills are relatively new. At times, these interventions have been considered controversial, particularly when implemented within a sign bilingual setting. Given the differing viewpoints historically associated with this topic, the chapter begins with a brief discussion of the various perspectives on reading instruction for DHH learners, followed by an overview of studies examining the impact of phonologically based interventions conducted in both spoken language and sign bilingual settings. The overall findings of the investigations are discussed in the broader framework of current reading and writing research, as well as in light of the changing context in the field of DHH education. Directions for future research are also explored.

An Auditory Spoken Language Matrix for Differential Diagnosis of Spanish-Speaking Children Who Are Deaf or Hard of Hearing

2011 ◽  
Vol 18 (3) ◽  
pp. 71-78
Author(s):  
Kristin Uhler ◽  
Shannon M. Burns ◽  
Molly Dalpes ◽  
Christine Yoshinaga-Itano
Keyword(s):  
Hard Of Hearing ◽  
Auditory Evoked Potentials ◽  
Expressive Language ◽  
Demographic Data ◽  
Spoken Language ◽  
Receptive Language ◽  
Language Outcomes ◽  
Spanish Speaking ◽  
Language Input ◽  
Early Intervention System

A sample of children from Spanish-speaking homes who are hard-of-hearing demonstrated less than optimal outcomes following cochlear implantation. The authors developed a unique diagnostic protocol to identify potential causes. Inclusion criteria included hearing loss identified by 3 months of age, amplification, a Spanish-speaking home, and enrollment in the statewide early intervention system by 6-months of age. The authors collected extensive demographic data from participants, and the participants completed the same language assessments in 6-month time intervals, examining receptive and expressive language as well as parent-child interaction. Additional assessments included cortical auditory-evoked potentials (i.e., P1), infant speech perception, auditory skill questionnaires, and audio recordings taken over a 12–16 hour period in the child's natural language environment. This auditory spoken language matrix allowed identification of good auditory performers who performed poorly on expressive language measures and poor auditory performers with poor expressive and receptive language outcomes. The comprehensive nature of the assessment allowed examination of spoken language input and helped determine if poor language outcomes were associated with a lack of spoken language input (Hart & Risely, 1995). This matrix allowed the authors to rule out audibility, discrimination, auditory development, and quality of exposure to auditory spoken language as causes of delayed development. The article discusses additional benefits of using this protocol.

Deaf and Hard-of-Hearing Multilingual Learners

2018 ◽  
Author(s):  
Kathryn Crowe
Keyword(s):  
Hard Of Hearing ◽  
Linguistic Diversity ◽  
Language Skills ◽  
Spoken Language ◽  
Research Knowledge ◽  
Evidence Based Practices ◽  
Advantages And Disadvantages ◽  
Transnational Mobility ◽  
Therapy Services ◽  
The Impact

With nearly 8,000 languages used in the world and increasing levels of transnational mobility, the cultural and linguistic heterogeneity of deaf and hard-of-hearing (DHH) learners accessing education and therapy services has never been greater. This growing diversity creates a challenge for educators and clinicians who work with these children and their families, especially where DHH learners are exposed to or acquiring more than one spoken language. Spoken language multilingualism in DHH learners is an area in which research knowledge is gradually increasing but evidence-based practices for intervention and education are rarely described. This chapter presents information describing the increasing linguistic diversity and spoken language multilingualism of DHH learners and research concerning the advantages and disadvantages of multilingualism. The current research describing the speech and language skills of multilingual DHH learners is discussed with reference to the impact of multilingualism on learners’ outcomes.

Discussion of Issues Related to Assessing Signed or Spoken Language in Children with Developmental Language Disorder

2021 ◽  
pp. 185-192
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean ◽  
David Quintos-Pozos
Keyword(s):  
Hard Of Hearing ◽  
Language Disorder ◽  
Dynamic Assessment ◽  
Spoken Language ◽  
Developmental Language Disorder ◽  
Semantic Fluency ◽  
Hearing Children ◽  
The Impact ◽  
Over Time

Issues regarding assessment of the deaf and hard-of-hearing (D/HH) child with developmental language disorder (DLD) have implications for the assessment of the child with DLD who is not D/HH. Of note are suggestions regarding literacy, the potential for semantic fluency assessment to contribute to the identification of DLD, the use of standardized protocols to support assessment at the conversational level, and the necessary skills of those completing assessments. Similarly, issues in assessment and identification of children with DLD who are not D/HH have implications for practice with children who are D/HH. These include the shift from exclusionary approaches to identification and recognition of co-occurring conditions, addressing the impact of development over time and considering the contribution of dynamic assessment. This chapter is a joint discussion of key items related to the assessment of deaf and hearing children with a developmental language disorder that were presented in Chapters 5.1 and 5.2.

Vocabulary Learning in Children with Cochlear Implants in Signed and Spoken Modalities

2020 ◽  
pp. 109-125
Author(s):  
Daan Hermans ◽  
Lian van Berkel-van Hoof ◽  
Harry Knoors
Keyword(s):  
Cochlear Implants ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Lexical Knowledge ◽  
Lexical Representations ◽  
Signed Language ◽  
Lexical Quality ◽  
Hearing Children ◽  
The Impact

The lexical quality hypothesis emphasizes the importance of the quantity and the quality of lexical knowledge for reading comprehension: children need to quickly and accurately access the meanings of the written words they encounter. This chapter discusses research on the quality and quantity of lexical representations in spoken language and in signed language in children with cochlear implants (CIs). It also describes the impact of three multimodal approaches that have been used to enhance the quantity and quality of lexical representations in deaf and hard-of-hearing children, including those with CIs: Cued Speech, orthographic information, and augmentative signs. The chapter argues that these three multimodal approaches are promising tools for enhancing the quality of lexical representations in spoken language in children with CIs.

The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

PEDIATRICS ◽  
2020 ◽  
Vol 146 (Supplement 3) ◽  
pp. S292-S297
Author(s):  
Louise Paatsch ◽  
Dianne Toe
Keyword(s):  
Hard Of Hearing ◽  
Mainstream Classrooms ◽  
The Impact

The impact of hearing loss

ORL ro ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 64-65
Author(s):  
Mădălina Georgescu ◽  
Violeta Necula ◽  
Sebastian Cozma
Keyword(s):  
Hearing Loss ◽  
Health Services ◽  
Hard Of Hearing ◽  
Hearing Impaired ◽  
Public Health Issue ◽  
Health Politics ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Impaired Person ◽  
The Impact

Hearing loss represents a frequently met sensorial handicap, which has a major and complex impact not only on the hearing-impaired person, but also on his family and society. The large number of hard-of-hearing persons justifies the acknowledgement of hearing loss as a public health issue, which oblige to appropriate health politics, to offer each hearing-impaired person health services like those in Europe. These can be obtained through: appropriate legislation for mandatory universal newborn hearing screening; national program for follow-up of hearing-impaired children up to school age; national register of hard-of-hearing persons; smooth access to rehabilitation methods; appropriate number of audiologists, trained for health services at European standards, trained through public programs of education in the field of audiology.  

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

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