Facilitating Vocabulary Acquisition of Children with Cochlear Implants Using Electronic Storybooks

Autor/inn/en	Messier, Jane; Wood, Carla
Titel	Facilitating Vocabulary Acquisition of Children with Cochlear Implants Using Electronic Storybooks
Quelle	In: Journal of Deaf Studies and Deaf Education, 20 (2015) 4, S.356-373 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/env031
Schlagwörter	Deafness; Children; Electronic Publishing; Childrens Literature; Teaching Methods; Hearing Impairments; Assistive Technology; Word Recognition; Nonverbal Communication; Receptive Language; Expressive Language; Definitions; Comparative Analysis; Experimental Groups; Control Groups; Pretests Posttests; Instructional Effectiveness; Speech Communication; Oral Language; Vocabulary Development; Intervention + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Child; Kind; Kinder; Elektronisches Publizieren; 'Children''s literature'; Kinderliteratur; Teaching method; Lehrmethode; Unterrichtsmethode; Hearing impairment; Hörbehinderung; Worterkennung; Non-verbal communication; Nonverbale Kommunikation; Rezeptive Kommunikationsfähigkeit; Begriffsbestimmung; Unterrichtserfolg; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatzarbeit
Abstract	The present intervention study explored the word learning of 18 children with cochlear implants in response to E-book instruction. Capitalizing on the multimedia options available in electronic storybooks, the intervention incorporated videos and definitions to provide a vocabulary intervention that includes evidence-based teaching strategies. The extent of the children's word learning was assessed using three assessment tasks: receptive pointing, expressively labeling, and word defining. Children demonstrated greater immediate expressive labeling gains and definition generation gains for words taught in the treatment condition compared to those in the comparison condition. In addition, the children's performance on delayed posttest vocabulary assessments indicated better retention across the expressive vocabulary task for words taught within the treatment condition as compared to the comparison condition. Findings suggest that children with cochlear implants with functional speech perception can benefit from an oral-only multimedia-enhanced intensive vocabulary instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01