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Orthographic Learning in Children Who Are Deaf or Hard of Hearing
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Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties
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Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids
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Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age
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Thinking outside the boxes : using current reading models to assess and treat developmental surface dyslexia
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Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications
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Spoken language and everyday functioning in 5-year-old children using hearing aids or cochlear implants
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Developing sound skills for reading : teaching phonological awareness to preschoolers with hearing loss
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Abstract:
This study evaluated the effectiveness of intervention for developing deaf and hard-of-hearing (DHH) preschoolers' phonological awareness (PA) skills. Thirty children (mean age 57 months) with aided, bilateral hearing loss (and who primarily communicated using spoken English) were recruited in the year prior to commencing formal schooling. The study used an experimental design with participants assigned to one of two intervention conditions—vocabulary instruction, or explicit PA instruction. Both intervention programs were based around items drawn from a common word set and presented over six short weekly sessions by a researcher using a computer tablet. Overall, participants showed greater knowledge of word items used in interventions and improved performance on rhyme-based PA skills following intervention. However, the PA group showed significantly greater improvement than the vocabulary group for both overall PA performance and for consonant–vowel–consonant blending. DHH children’s order of PA skill development was also examined, with comparison to that shown for children without hearing loss. The results provide early encouraging evidence about the potential benefit of explicit PA instruction for this population. ; 12 page(s)
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URL: http://hdl.handle.net/1959.14/1196236
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Language and speech outcomes of children with hearing loss and additional disabilities: Identifying the variables that influence performance at 5 years of age
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Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss
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Phonological awareness at 5 years of age in children who use hearing aids or cochlear implants
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Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing
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Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants
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Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language
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Phonological awareness and early reading skills in children with cochlear implants
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Outcomes of 3-year-old children with hearing loss and different types of additional disabilities
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Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
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Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
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