Spoken Language Development in Oral Preschool Children with Permanent Childhood Deafness

Autor/inn/en	Sarant, Julia Z.; Holt, Colleen M.; Dowell, Richard C.; Rickards, Field W.
Titel	Spoken Language Development in Oral Preschool Children with Permanent Childhood Deafness
Quelle	In: Journal of Deaf Studies and Deaf Education, 14 (2009) 2, S.205-217 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enn034
Schlagwörter	Oral Language; Language Acquisition; Deafness; Preschool Children; Cognitive Ability; Mothers; Parent Background; Educational Attainment; Family Involvement; Multiple Regression Analysis; Early Intervention; Severity (of Disability); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Sprachaneignung; Spracherwerb; Gehörlosigkeit; Taubstummheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Schweregrad
Abstract	This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10