Reading Vocabulary in Children with and without Hearing Loss: The Roles of Task and Word Type

Autor/inn/en	Coppens, Karien M.; Tellings, Agnes; Verhoeven, Ludo; Schreuder, Robert
Titel	Reading Vocabulary in Children with and without Hearing Loss: The Roles of Task and Word Type
Quelle	In: Journal of Speech, Language, and Hearing Research, 56 (2013) 2, S.654-666 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2012/11-0138)
Schlagwörter	Hearing Impairments; Comparative Analysis; Reading Comprehension; Reading Difficulties; Vocabulary Development; Elementary School Students; Foreign Countries; Language Usage; Scores; Knowledge Level; Task Analysis; Netherlands + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Leseverstehen; Reading difficulty; Leseschwierigkeit; Wortschatzarbeit; Ausland; Sprachgebrauch; Wissensbasis; Aufgabenanalyse; Niederlande
Abstract	Purpose: To address the problem of low reading comprehension scores among children with hearing impairment, it is necessary to have a better understanding of their reading vocabulary. In this study, the authors investigated whether task and word type differentiate the reading vocabulary knowledge of children with and without severe hearing loss. Method: Seventy-two children with hearing loss and 72 children with normal hearing performed a lexical and a use decision task. Both tasks contained the same 180 words divided over 7 clusters, each cluster containing words with a similar pattern of scores on 8 word properties (word class, frequency, morphological family size, length, age of acquisition, mode of acquisition, imageability, and familiarity). Results: Whereas the children with normal hearing scored better on the 2 tasks than the children with hearing loss, the size of the difference varied depending on the type of task and word. Conclusions: Performance differences between the 2 groups increased as words and tasks became more complex. Despite delays, children with hearing loss showed a similar pattern of vocabulary acquisition as their peers with normal hearing. For the most precise assessment of reading vocabulary possible, a range of tasks and word types should be used. (Contains 5 tables, 1 figure, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10