Does Parental Education Level Matter? Dynamic Effect of Parents on Family-Centred Early Intervention for Children with Hearing Loss

Autor/inn/en	Chen, Pei-Hua; Liu, Ting-Wei
Titel	Does Parental Education Level Matter? Dynamic Effect of Parents on Family-Centred Early Intervention for Children with Hearing Loss
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 4, S.457-478 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1693033
Schlagwörter	Educational Attainment; Parent Background; Mandarin Chinese; Preschool Children; Early Intervention; Hearing Impairments; Foreign Countries; Correlation; Mothers; Fathers; Language Skills; Student Characteristics; Therapy; Parent Role; Disabilities; Taiwan + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Elternhaus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hearing impairment; Hörbehinderung; Ausland; Korrelation; Mother; Mutter; Language skill; Sprachkompetenz; Therapie; Parental role; Elternrolle; Handicap; Behinderung
Abstract	This study explored the dynamic effects between fathers and mothers' education levels on the language outcomes of Mandarin-speaking preschoolers with hearing loss who had received early intervention in Taiwan. Data was collected using the revised preschooler language assessment from 113 children with hearing loss; the children in this study were aged between 37-72 months. The dynamic relationships among parental education levels, audio logical histories, and language performance with respect to early intervention were investigated using path analysis. The effect of maternal education level on the outcome of language comprehension was fully mediated by paternal education level, but the effect of parental education level was not revealed in relation to oral expression. Furthermore, the effect of the degree of hearing loss on language performance outcomes was partially mediated by the length of time the child was enrolled in early intervention, implying that the degree of effects of parental education level or difficulties of children could be remedied through early intervention. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01