2 edition of linguistic analysis of the expressive language of a hard-of-hearing child found in the catalog.
linguistic analysis of the expressive language of a hard-of-hearing child
Jacqueline J. West
Written in English
|Statement||by Jacqueline J. West.|
|The Physical Object|
|Pagination||93 leaves :|
|Number of Pages||93|
The term "hard of hearing" is used to describe people with hearing impairment who A) were not born deaf but became deaf later in life. B) have a mild hearing loss. C) have a conductive hearing loss. D) have enough residual hearing to process sound with a hearing aid. Speech production is a complex activity, and as a consequence errors are common, especially in children. Speech errors come in many forms and are often used to provide evidence to support hypotheses about the nature of speech. As a result, speech errors are often used in the construction of models for language production and child language acquisition.
Computer based analyses offer a possibility for objective methods to assess semantic-linguistic quality of narratives at the text level. The aim of the present study is to investigate whether a semantic language impairment index (SELIMI) based on latent semantic analysis (LSA) can discriminate between children with developmental language. The hard-of-hearing individual relies on the auditory channel as the primary sensory input for communication. Central auditory processing disorders This information processing involves perceptual, cognitive, and linguistic functions that, with appropriate interaction, result in effective receptive communication of auditorily presented stimuli.
For the CHH only, the study explored how caregiver input changed as a function of child age (18 months versus 3 years), which child and family factors contributed to variance in caregiver linguistic input at 18 months and 3 years, and how caregiver talk at 18 months related to child language outcomes at 3 ipants were 59 CNH and Cited by: Key Points. Question What is the association of parent training with language and communication outcomes for young children?. Findings This systematic review and meta-analysis of 76 studies found that parent-implemented language interventions were associated with language development in children with or at risk of language impairment.. Moderate positive associations were Cited by: 3.
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Quantity and quality measures of parental linguistic input were positively related to the expressive language abilities of toddlers with MHL. a meta-analysis. Child Development, 89 (3), parental hearing status of deaf and hard of hearing students in Author: Evelien Dirks, Angela Stevens, Sigrid Kok, Johan Frijns, Carolien Rieffe.
and hard-of-hearing preschoolers. In P. Kushalnagar (Chair), Language and literacy learning of deaf and hard-of-hearing children. Symposium conducted at the annual meet-ing of the American Educational Research Association, Philadelphia, PA.
Goldberg, H., & Lederberg, A. (, April). Alphabetic knowledge in deaf and hard-of-Author: Hanah Goldberg. The nature of parent–child book reading also supports young children’s oral language development.
In a meta-analysis of 21 studies, Trivette and colleagues () analyzed the effects of a number of JBR adult and child characteristics on oral language skills in young children (12–42 months old), which included 1, toddlers with NH Cited by: Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis Article (PDF Available) in Early Education and Development 19(1) February with Reads How we measure 'reads'.
age (18 months versus 3 years), which child and family factors contributed to variance in caregiver linguistic input at 18 months and 3 years, and how caregiver talk at 18 months related to child language outcomes at 3 years.
Design: Participants were 59 CNH and children with bilateral, mild-to-severe hearing loss. When children were approximately 18 months and/or 3 years of age. Joint Committee on Infant Hearing. Supplement to the JCIH position statement: Principles and guidelines for early intervention after confirmation that a child is deaf or hard of hearing.
Pediatrics. ; (4):e–e [Google Scholar] Kavanaugh RD, Jirkovsky AM. Parental speech to young children: A longitudinal analysis. Presented is a detailed study of the expressive language of one hearing impaired 4-year-old girl using concepts of both descriptive and generative linguistics as the means of analysis.
Purpose The primary purpose of this study was to investigate child impacts following implementation of a comprehensive language curriculum, the Language-Focused Curriculum (LFC; Bunce, ), within their preschool classrooms. As part of this larger purpose, this study identified child-level predictors of expressive language outcomes for children attending at-risk preschool programs as well as Cited by: Accelerating language development through picture book reading.
We compared the effects of this instruction on adult and child language during shared book reading and on children’s vocabulary growth in three different treatment conditions. () on deaf and hard-of-hearing children in Hong Kong. Twenty-eight deaf and hard-of-hearing. JBR has been operationalized in various ways.
One such way is the amount that a parent reads to a young child. Frequency of parent–child book reading in the infant and toddler years predicts early language and later emergent literacy skills in the preschool years (Colombo, ; Karrass & Braungart-Rieker, ; Raikes et al., ).In one of the first longitudinal studies of parent–child Cited by: The relation of sensitivity to child expressive language gain in deaf and hard-of-hearing children whose caregivers are hearing KEYWORDS: Bonding, Emotional Availability, Expressive Language Tricks, lies and mistakes: identifying Theory of Mind concepts within storybooks shared with deaf children.
SKI-HI Language Development Scale This scale is developmentally ordered and contains a list of communication and language skills in varying intervals for different ages.
Each age interval is represented by enough observable receptive and expressive language skills to. The goal of the signing e-book is to provide the deaf or hard-of-hearing signing child with early exposure to literacy activities in order to ultimately increase their English-reading ability by linking the sign to text and to provide support to parents of deaf or hard-of-hearing children during shared reading (Hurtig & Mueller, ; Mueller Cited by: Purpose This systematic review summarizes the evidence for differences in the amount of language input between children with and without hearing loss (HL).
Of interest to this review is evaluating the associations between language input and language outcomes (receptive and expressive) in children with HL in order to enhance insight regarding what oral language input is associated with good Author: Nuzhat Sultana, Lena L.
Wong, Suzanne C. Purdy. Description. Assess receptive spoken language with Elizabeth Carrow-Woolfolk's time honored standard. Ages: through Testing Time: 20 to 30 minutes Administration: Individual The Test for Auditory Comprehension of Language-Fourth Edition (TACL-4) is the latest revision of this popular, individually administered test.
It is a reliable and valid measure of a child's receptive spoken. TREATMENT AND PERSISTENCE 93 linguistic development; concept is that childâ s familiarity with event structure frees up cognitive resources to focus on learning new linguistic targets (Nelson and Gruendel, ) Shared/interactive â ¢ Adultâ child social interactions during storybook book reading eading tailored to promote a variety of.
Variance in Children’s Linguistic Environments. In our first research question we wanted to explore variation in the linguistic environments of children in Deaf-parented families. Our focus was on the goals the parents had set for their child’s acquisition of two languages, and on Cited by: To cite this article: Teresa Blankmeyer Burke, Poorna Kushalnagar, Gaurav Mathur, Donna Jo Napoli, Christian Rathmann & Kirk Vangilder (): Language Needs of Deaf and Hard-of-Hearing Infants and Children: Information for Spiritual Leaders and Communities, Journal of Religion, Disability & Health,To link to this article: http.
Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms Molly K. Duncan and Amy R. Lederberg Journal of Speech, Language, and Hearing Research () 12 Jul Cited by: Tags: ASL, grammar, interactive, language delay/deprivation, language zone, linguistic/metalinguistic, written language Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their unique and diverse language.
Icing on the Cake: Idiom curriculum for deaf and hard of hearing students Marion E. Ballas Journal of Child Language. 34 (3), Newton, L. (). Linguistic environment of the dea child: A focus on teacherÕs use of nonliteral language.
Journal of Speech and Hearing Research, 28, Pragmatic language skills are the most abstract and complex of all language skills.
Even when the child has age-appropriate vocabulary and syntax skills, she or he may not yet have learned how to use these skills in a socially appropriate manner for specific social purposes.Grammatical Analysis of Elicited Language: Pre-Sentence Level (GAEL-P) Ann E. Geers, Victoria J.
Kozak, & Jean S. Moog Central Institute for the Deaf Manual, Toys, Scoring Forms, & Video Demo: Evaluates receptive and expressive language skills in children ages years old 1File Size: KB.