A Longitudinal Investigation of Code-Related Emergent Literacy Skills in Children Who Are Deaf and Hard of Hearing Across the Preschool Years.
A Longitudinal Investigation of Code-Related Emergent Literacy Skills in Children Who Are Deaf and Hard of Hearing Across the Preschool Years.
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DOI：
10.1044/2022_ajslp-22-00169
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发表时间：
2023-03-09
影响因子：
2.6
通讯作者：
Fitton, Lisa
中科院分区：
文献类型：
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作者：
Werfel, Krystal L.;Reynolds, Gabriella;Fitton, Lisa
本纵向调查的目的是比较发展轨迹的代码相关的紧急识字技能的儿童谁是聋人和听力困难（DHH）谁使用放大和口语在学龄前几年。30名DHH儿童和31名听力正常的儿童从4岁到6岁每隔6个月完成一次语言和紧急识字评估。生长曲线分析被用来比较组之间的发展轨迹的代码相关技能的语音意识，语音记忆，语音编码，字母知识，概念打印知识。整个学龄前的增长，观察到所有代码相关的紧急识字技能跨组。DHH的儿童在语音意识、语音记忆和概念印刷知识方面的得分始终低于典型听力儿童;在语音编码或字母知识方面没有观察到组间差异。时间和组之间没有显著的相互作用。DHH儿童在学龄前表现出持续的语音意识、语音记忆和概念印刷知识方面的缺陷，开始正式识字教学时，新兴识字技能的基础较弱。未来的工作应侧重于优化紧急识字干预儿童谁是DHH在学龄前。 https://doi.org/10.23641/asha.21998153
The purpose of this longitudinal investigation was to compare the developmental trajectories of code-related emergent literacy skills of children who are deaf and hard of hearing (DHH) who use amplification and spoken language across the preschool years. Thirty children who are DHH and 31 children with typical hearing completed a language and emergent literacy assessment at 6-month intervals from age 4 through 6 years. Growth curve analysis was used to compare developmental trajectories between groups of the code-related skills of phonological awareness, phonological memory, phonological recoding, alphabet knowledge, and conceptual print knowledge. Growth across the preschool years was observed on all code-related emergent literacy skills across groups. Children who are DHH scored consistently lower than children with typical hearing on phonological awareness, phonological memory, and conceptual print knowledge; no group differences were observed for phonological recoding or alphabet knowledge. No interactions of time and group were significant. Children who are DHH exhibit consistent deficits in phonological awareness, phonological memory, and conceptual print knowledge across the preschool years and begin formal literacy instruction with a weaker foundation in emergent literacy skills. Future work should focus on optimizing emergent literacy interventions for children who are DHH during the preschool years. https://doi.org/10.23641/asha.21998153
DOI：
10.1044/2020_persp-20-00023
发表时间：
2020-12
期刊：
Perspectives of the ASHA special interest groups
影响因子：
--
作者：
Lund E;Miller C;Douglas WM;Werfel K
通讯作者：
Werfel K