Location Effects on Spoken Language and Literacy for Children Who Are DHH

Autor/inn/en	Lund, Emily; Brock, Nicholas; Werfel, Krystal L.
Titel	Location Effects on Spoken Language and Literacy for Children Who Are DHH
Quelle	In: Journal of Deaf Studies and Deaf Education, 27 (2022) 1, S.48-61 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enab030
Schlagwörter	Rural Areas; Hearing Impairments; Deafness; Language Acquisition; Young Children; Assistive Technology; Emergent Literacy; Suburbs; Urban Areas; Geographic Location + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Sprachaneignung; Spracherwerb; Frühe Kindheit; Frühleseunterricht; Einzugsbereich; Urban area; Stadtregion
Abstract	The purpose of this study was to consider how living in an area that qualifies for a rural health grant interacts with a child's hearing status to affect early language and literacy development. Four-year-old children with hearing aids (n = 45), cochlear implants (n = 47), and with typical hearing (n = 66) completed measures of spoken language knowledge and of emergent literacy skills as part of a larger longitudinal investigation. A significant interaction effect between location (rural or urban/suburban) and amplification group was detected for letter knowledge: children with hearing aids exhibit a performance that is particularly affected by rural location. Overall, children with cochlear implants performed lower across all measures than children with typical hearing, and children with hearing aids performed lower than children with typical hearing on measures of phonological awareness, vocabulary, omnibus language knowledge and articulation. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01