Early Language and Literacy Acquisition in Children with Hearing Loss

听力损失儿童的早期语言和读写能力习得

• 批准号: 10206093
• 负责人: Emily Ann Lund
• 金额: $ 9.03万
• 依托单位: UNIVERSITY OF SOUTH CAROLINA AT COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-18 至 2021-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10206093
• 关键词: 18 year old; Achievement; Address; Adult; Affect; Area; Child; Child Language; Communication impairment; Complex; Data; Development; Early Diagnosis; Early Intervention; Early identification; Ensure; Exhibits; Goals; Growth; Implant; Individual; Intervention; Knowledge; Language; Lead; Linguistics; Longitudinal Studies; Measures; Methods; Mission; Modeling; National Institute on Deafness and Other Communication Disorders; Nursery Schools; Occupational; Oral; Outcome; Pattern; Population; Predictive Value; Preschool Child; Production; Public Health; Qi; Reading; Reporting; Research; Research Personnel; Research Support; Risk; Role; School-Age Population; Semantics; Text; Theoretical model; Time; Work; Writing; base; design; eighth grade; elementary school; experience; hearing impairment; high school; improved; individual variation; language outcome; lens; lexical; literacy; normal hearing; phonological awareness; phonology; prevent; skill acquisition; skills; success; syntax; third grade

PROJECT SUMMARY/ABSTRACT The long-term objective of this programmatic line of research is to elucidate the relation of oral language, phonological processing, and print knowledge and literacy achievement for children with hearing loss who are developing spoken language. This translational work supports NIDCD's mission of reducing the burden of communication disorders such as hearing loss and will result in better methods of identifying preschool children with hearing loss who are most at-risk for later language and literacy deficits. Children with hearing loss have wide individual variation in literacy outcomes. The median reading outcome for 18-year-olds with hearing loss is at only a third grade level, but some researchers report reading levels within the average range. Thus, there is a critical need to develop methods of identifying which children with hearing loss in the preschool years are most at-risk for later deficits so high-impact intervention can be initiated as early as possible. For children with normal hearing, oral language, phonological processing, and print knowledge develop over the course of the preschool years and are moderate to strong predictors of later literacy achievement. Children with hearing loss exhibit difficulties in acquisition of each of these areas, with particular difficulty in phonological awareness, conceptual print knowledge, and complex syntax production. The contributions, however, of each preschool oral language, phonological processing, and print knowledge skill to later literacy achievement for children with hearing loss are unknown. The aims of this longitudinal study are to (a) determine the developmental trajectories of spoken and written language for children with hearing loss across the elementary school years, (b) determine the unique contributions of preschool oral language, phonological processing, and print knowledge to grade 3 literacy achievement in children with hearing loss, and (c) consider how lexical-semantic knowledge contributes to areas of particularly delayed growth in children with hearing loss, and how those delays specifically contribute to literacy outcomes in elementary school. This study will provide a better understanding about how spoken and written language develop, as well as how preschool oral language, phonological processing, and print knowledge contribute to later literacy achievement in children with hearing loss. Such knowledge will have a significant long-term impact on identification of preschool children with hearing loss who are most at-risk for later spoken language and literacy deficits, as well as the development of high-impact early intervention.

项目摘要/摘要 这项编程研究线的长期目标是阐明口语语言的关系，语音学 处理正在发展口语的儿童的处理，并打印知识和扫盲成就 语言。这项翻译工作支持NIDCD减轻沟通障碍的负担，例如 听力损失，并将带来更好的方法来识别听力损失的学龄前儿童 以后的语言和识字障碍。听力损失的儿童在识字结果方面具有广泛的差异。这 18岁男孩的听力损失的中位数阅读结果仅在三年级，但一些研究人员报告 在平均范围内的阅读水平。因此，迫切需要开发识别哪些孩子的方法 学龄前年的听力损失最为危险，以使以后的缺陷，因此可以开始使用高影响力的干预措施 尽早。对于有正常听力，口语，语音处理和印刷知识的儿童发展 在学前班的整个过程中，这是后来识字成就的强大预测指标。有孩子 听力损失在获取这些领域的获取方面遇到困难，在语音意识上特别困难， 概念印刷知识和复杂的语法生产。但是，每种学龄前口语的贡献， 语音处理，并将知识技能打印为后来的听力损失儿童的识字能力是 未知。这项纵向研究的目的是（a）确定口语和书面的发展轨迹 在整个小学年间听力损失的儿童语言，（b）确定 学龄前的口服语言，语音处理和印刷知识，以达到3年级的识字率成就 听力损失，以及（c）考虑词法语义知识如何促进特别延迟增长的领域 有听力损失的儿童以及这些延迟如何为小学的识字结果做出了贡献。这 研究将更好地了解口语和书面语言的发展以及学龄前的口头方式 语言，语音处理和印刷知识有助于后来的听力儿童的扫盲成就 损失。这种知识将对识别听力损失的学龄前儿童产生重大的长期影响 谁是以后的口语和识字障碍以及高影响力的早期危险的人 干涉。