Teaching Vocabulary to Improve Print Knowledge in Preschool Children with Hearing Loss.
Teaching Vocabulary to Improve Print Knowledge in Preschool Children with Hearing Loss.
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DOI：
10.1044/2020_persp-20-00023
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发表时间：
2020-12
期刊：
影响因子：
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通讯作者：
Werfel K
中科院分区：
文献类型：
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作者：
Lund E;Miller C;Douglas WM;Werfel K
本文的目的是检查证据表明：（a）已发表的措施可能会利用不同类别的印刷知识，并在文献中产生不同的结果，（B）听力损失儿童的概念词汇知识可能会加剧概念印刷知识的不足，（c）概念词汇可以通过直接指导学龄前听力损失儿童。在研究1中，发表的印刷品知识的措施进行项目分析，以确定在测试项目的概念词汇的患病率。此外，对有听力损失和无听力损失的学龄前儿童进行了概念印刷知识测量。在研究2中，四名学龄前儿童参与了一项多项行为治疗设计的探索，以确定是否可以明确地向听力损失儿童教授概念词汇。此外，听力损失儿童在包含概念词汇的项目上的表现低于典型听力儿童，但在不包含概念词汇的项目上则不然。最后，我们发现初步证据表明，直接指导可以提高听力损失儿童的概念词汇量，并且可能没有必要单独针对每个概念类别。这一系列的研究奠定了基础，为未来的研究确认概念打印知识和概念词汇知识之间的联系，并提供了证据的干预，可用于临床教学概念词汇。
The purpose of this article was to examine evidence that (a) published measures may tap different categories of print knowledge and result in disparate findings in the literature, (b) concept vocabulary knowledge in children with hearing loss may exacerbate deficits in conceptual print knowledge, and (c) concept vocabulary can be taught via direct instruction for preschool children with hearing loss. In Study 1, an item analysis of published print knowledge measures was performed to determine the prevalence of concept vocabulary in test items. Additionally, the performance on a conceptual print knowledge measure was compared for preschool children with and without hearing loss. In Study 2, four preschool children participated in a multiple probe across behaviors treatment design to determine if concept vocabulary could be explicitly taught to children with hearing loss Differences emerged in use of concept vocabulary on test items across the measures, which may explain disparate findings that have been reported in this area. Additionally, children with hearing loss performed lower than children with typical hearing on items that contained concept vocabulary but not on items that did not. Finally, we found initial evidence that direct instruction can improve concept vocabulary for children with hearing loss, and it might not be necessary to separately target each concept category. This series of studies lays groundwork for future research confirming a connection between conceptual print knowledge and conceptual vocabulary knowledge, and offers evidence for intervention that could be used clinically to teach conceptual vocabulary.