The Development of Early Numeracy in Deaf and Hard of Hearing Children Acquiring Spoken Language

Autor/inn/en	Shusterman, Anna; Peretz-Lange, Rebecca; Berkowitz, Talia; Carrigan, Emily
Titel	The Development of Early Numeracy in Deaf and Hard of Hearing Children Acquiring Spoken Language
Quelle	In: Child Development, 93 (2022) 5, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shusterman, Anna) ORCID (Peretz-Lange, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13793
Schlagwörter	Numeracy; Deafness; Hearing Impairments; Language Acquisition + Suchen Sie Ihr Suchwort? Rechenkompetenz; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sprachaneignung; Spracherwerb
Abstract	Most deaf and hard-of-hearing (DHH) children are born to hearing parents and steered toward spoken rather than signed language, introducing a delay in language access. This study investigated the effects of this delay on number acquisition. DHH children (N = 44, mean[subscript age] = 58 months, 21F, >50% White) and typically-hearing (TH) children (N = 79, mean[subscript age] = 49 months, 51F, >50% White) were assessed on number and language in 2011-13. DHH children showed similar trajectories to TH children but delayed timing; a binary logistic regression showed that the odds of being a cardinal-principle (CP) knower were 17 times higher for TH children than DHH children, controlling for age (d = 0.69). Language fully mediated the association between deaf/hearing group and number knowledge, suggesting that language access sets the pace for number acquisition. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01