Literacy Development for Preschoolers with Hearing Loss

听力损失学龄前儿童的读写能力发展

• 批准号: 10246516
• 负责人: TINA M GRIECO-CALUB
• 金额: $ 48.09万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10246516
• 关键词: Address; Child; Child Development; Clinical; Data; Development; Educational Intervention; Future; Goals; Intervention; Knowledge; Language; Lead; Measures; Mission; Modeling; Morphology; National Institute on Deafness and Other Communication Disorders; Nursery Schools; Outcome; Population; Population Intervention; Preschool Child; Reader; Reading; Research; Suggestion; Testing; Theoretical model; Vocabulary; effective intervention; elementary school; hearing impairment; high school; improved; kindergarten; literacy; normal hearing; peer; phonological awareness; programs; skills; success

PROJECT SUMMARY Only 56% of children with hearing loss (HL) in elementary school and only 44% in high school are reading at grade-level (Geers et al., 2008). The literacy gap between children with HL and children with normal hearing (NH) is observable early: preschoolers and kindergarteners with HL score significantly lower on early literacy measures than children with NH (Easterbrooks et al., 2008; Nittrouer et al., 2012). Identifying the mechanisms underlying emergent literacy in the preschool years for children with HL is therefore crucial to begin to close the outcome gap. The long-term goal of this research program is to validate effective interventions for preschool children with HL that close the early literacy gap between preschoolers with HL and NH. Initially, we will identify the literacy acquisition mechanisms for children with HL and then build and validate interventions that address the identified mechanisms. Toward this goal, the aims of the proposed research are to determine the developmental influences between 1) phonological awareness and alphabetic knowledge, 2) phonological awareness and receptive vocabulary, and 3) expressive morphology and receptive vocabulary for preschoolers with HL. Children's emergent literacy skills will be assessed as they develop during preschool (Lonigan et al., 2000). The obtained longitudinal data will be analyzed using latent change score modeling, useful for identifying the developmental influences among co-developing constructs (McArdle, 2009). Latent change score modeling in conjunction with longitudinal data will enable us to identify the developmental influences among phonological awareness, alphabetic knowledge, receptive vocabulary, and expressive morphology for children with HL. Identifying the unique developmental influences for children with HL relative to children with NH will lead to an improvement of theoretical models of emergent literacy to account for the unique literacy mechanisms of children with HL. Improved theoretical models will allow us to infer the malleable factors in emergent literacy development for children with HL, leading to hypothesis-driven intervention creation and improved clinical outcomes for this population.

项目摘要 小学中只有56％的听力损失儿童（HL），高中只有44％的儿童正在阅读 等级（Geers等，2008）。 HL儿童和正常听力的儿童之间的识字差距 （NH）可观察到早期：早期识字率的学龄前儿童和HL得分明显降低的幼儿园 与NH儿童相比（Easterbrooks等，2008; Nittrouer等，2012）。识别机制 因此，HL儿童的学龄前年份的基本紧急识字率对于开始关闭至关重要 结果差距。该研究计划的长期目标是验证有效的干预措施 患有HL的学龄前儿童，与HL和NH之间的学龄前儿童之间的早期识字差距缩小。最初，我们 将确定HL儿童的扫盲获取机制，然后建立和验证干预措施 该解决已确定的机制。为了实现这一目标，拟议的研究的目的是确定 1）语音意识和字母知识之间的发展影响，2）语音学 意识和接受词汇，以及3）学龄前儿童的表达形态和良好的词汇 与HL。儿童在学龄前发展时，将评估儿童的紧急识字能力（Lonigan等人， 2000）。获得的纵向数据将使用潜在变化评分建模进行分析，对 确定共同开发结构之间的发展影响（McArdle，2009）。潜在的变化 与纵向数据结合的分数建模将使我们能够确定发展的影响 在语音意识，字母知识，接受词汇和表达形态中 HL的孩子。确定相对于患有HL的儿童的独特发育影响 NH将改善新兴扫盲的理论模型，以说明独特的素养 HL儿童的机制。改进的理论模型将使我们能够推断出可延展的因素 针对HL儿童的新兴扫盲发展，导致假设驱动的干预创建和 改善了该人群的临床结果。