scholarly journals Using narrative to investigate language skills of children who are deaf and with hard of hearing

2016 ◽  
Vol 11 (15) ◽  
pp. 1367-1381 ◽  
Author(s):  
PİSTAV AKMESE Pelin ◽  
ACARLAR Funda
Keyword(s):  
Hard Of Hearing ◽  
Language Skills

scholarly journals The Impact of Training Using the Concept Planning Strategy to Develop University Concepts and Language Skills of Deaf and Hard of Hearing Students at King Saud University

2019 ◽  
pp. 182-207
Keyword(s):  
Training Program ◽  
Hard Of Hearing ◽  
Language Skills ◽  
King Saud University ◽  
Planning Strategy ◽  
Concept Planning ◽  
The University ◽  
The Impact

The study aimed at exploring the impact of training using the concept planning strategy to develop the university concepts and language skills of deaf and hard of hearing students at King Saud University. The study sample consisted of 30 deaf and hard of hearing students enrolled in the deaf and hard of hearing project at King Saud University Second semester (2018, 1439). The proposed training program, using the concept planning strategy, greatly influenced the development of the cognitive aspects of deaf and hard of hearing students. The concept planning strategy also helped deaf and weak students organize and express their ideas.

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.

scholarly journals Grammatical Outcomes of 3- and 6-Year-Old Children Who Are Hard of Hearing

2013 ◽  
Vol 56 (5) ◽  
pp. 1701-1714 ◽  
Author(s):  
Keegan M. Koehlinger ◽  
Amanda J. Owen Van Horne ◽  
Mary Pat Moeller
Keyword(s):  
Language Learning ◽  
Hard Of Hearing ◽  
Speech Intelligibility ◽  
Maternal Education ◽  
Language Skills ◽  
Verb Morphology ◽  
Percent Correct ◽  
Increased Risk ◽  
Speech Intelligibility Index ◽  
Spoken Language Skills

Purpose Spoken language skills of 3- and 6-year-old children who are hard of hearing (HH) were compared with those of children with normal hearing (NH). Method Language skills were measured via mean length of utterance in words (MLUw) and percent correct use of finite verb morphology in obligatory contexts based on spontaneous conversational samples gathered from 185 children (145 HH, 40 NH). Aided speech intelligibility index (SII), better-ear pure-tone average (BE-PTA), maternal education, and age of amplification were used to predict outcomes within the HH group. Results On average, the HH group had MLUws that were 0.25–0.5 words shorter than the NH group at both ages, and they produced fewer obligatory verb morphemes. After age, aided SII and age of amplification predicted MLUw. Aided SII and BE-PTA were not interchangeable in this analysis. Age followed by either BE-PTA or aided SII best predicted verb morphology use. Conclusions Children who are HH lag behind their peers with NH in grammatical aspects of language. Although some children appear to catch up, more than half of the children who are HH fell below the 25th percentile. Continued monitoring of language outcomes is warranted considering that children who are HH are at increased risk for language learning difficulties.

The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Lian van Berkel-van Hoof
Keyword(s):  
Word Learning ◽  
Hard Of Hearing ◽  
Language Skills ◽  
Vocabulary Development ◽  
Educational Practice ◽  
Spoken Word ◽  
Communication Aids ◽  
Future Directions ◽  
Schools For The Deaf ◽  
Hearing Children

This chapter focuses on factors that support word learning for both hearing and hard-of-hearing (DHH) children. Vocabulary development is first discussed in hearing children and then DHH children. The chapter suggests several interventions for improving DHH children’s language skills and reviews studies on the efficacy of sign-supported speech for word learning. Sign-supported speech is frequently used in schools for the deaf in the Netherlands. Professionals working with DHH children indicate that this helps the children to better understand the spoken message; however, it is unclear whether this mode of communication aids spoken word learning. Implications for educational practice and future directions are discussed.

Discussion of Issues Related to Assessing the Signed and Spoken Language Skills of Bi/Multilingual Children

2021 ◽  
pp. 221-230
Author(s):  
Lisa M. Bedore ◽  
Kathryn Crowe ◽  
Elizabeth D. Peña ◽  
Kathleen Durant ◽  
Stephanie McMillen
Keyword(s):  
Hard Of Hearing ◽  
Best Practice ◽  
Language Disorder ◽  
Language Skills ◽  
Spoken Language ◽  
Bilingual Children ◽  
Developmental Language Disorder ◽  
Signed Languages ◽  
Growing Body ◽  
Spoken Language Skills

This chapter is a joint discussion of key items related to the assessment of bi-/multilingual deaf and hearing learners with and without a developmental language disorder that were presented in Chapters 6.1 and 6.2. While there is a growing body of evidence describing best practice in the assessment of bilingual children who use spoken languages, there is scant evidence or recommendations available regarding the assessment of bilingual children who use signed languages. This discussion outlines how knowledge from the assessment of spoken languages can be used to inform practice in assessing signed languages for bilingual deaf and hard-of-hearing (D/HH) children.

Assessing Signed Language Skills in Bi-/Multilingual, Deaf and Hard of Hearing Children

2021 ◽  
pp. 207-220
Author(s):  
Kathryn Crowe
Keyword(s):  
Hard Of Hearing ◽  
Linguistic Diversity ◽  
Language Skills ◽  
Linguistically Diverse ◽  
Special Focus ◽  
Evidence Based ◽  
Signed Language ◽  
Language Environment ◽  
Hearing Children ◽  
Children's Speech

Providing appropriate and evidence-based services for linguistically diverse, bilingual, and multimodal deaf and/or hard-of-hearing (D/HH) children is an important aspect of education and intervention programs. The increasing linguistic diversity of D/HH children creates challenges for professionals who need to understand and document these children’s linguistic systems through appropriate and informative assessment of children’s speech, and spoken language, and/or sign language skills. However, assessment can prove challenging, particularly when a child’s language environment contains more than one language in one or more modality. In this chapter, areas of assessment relevant to bilingual D/HH children are discussed to guide practitioners’ decisions on selecting and using appropriate assessment materials and approaches. Special focus is given to assessment considerations that can inform practice when assessment resources for a particular language are not available.

Early identification: Language skills and social functioning in deaf and hard of hearing preschool children

2015 ◽  
Vol 79 (12) ◽  
pp. 2221-2226 ◽  
Author(s):  
Anouk P. Netten ◽  
Carolien Rieffe ◽  
Stephanie C.P.M. Theunissen ◽  
Wim Soede ◽  
Evelien Dirks ◽  
...  
Keyword(s):  
Preschool Children ◽  
Social Functioning ◽  
Hard Of Hearing ◽  
Early Identification ◽  
Language Skills
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