Factors associated with reading comprehension in adolescents who are hard of hearing

听力障碍青少年阅读理解能力的相关因素

• 批准号: 10295831
• 负责人: Elizabeth A. Walker
• 金额: $ 78.66万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10295831
• 关键词: Address; Adolescent; Age; Auditory; Bilateral; Child; Childhood; Clinical; Cognitive; Data; Development; Early Intervention; Evidence based intervention; Foundations; Future; Goals; Growth; Health; Hearing; Hearing Aids; Heterogeneity; Individual Differences; Instruction; Intervention; Intervention Studies; Investigation; Knowledge; Language; Language Delays; Language Development; Lead; Learning; Linguistics; Longitudinal Studies; Mediating; Mediation; Mission; Modeling; Modernization; Morphology; Motivation; Nursery Schools; Oral; Outcome; Play; Poverty; Process; Psychosocial Factor; Public Health; Reader; Reading; Recommendation; Research; Research Design; Residual state; Risk; Role; Route; Secondary Schools; Sensory; Signal Transduction; Source; Speech; Testing; Text; Theoretical model; Time; To specify; United States National Institutes of Health; Variant; Vocabulary; Work; base; cohort; comprehension skill; deaf; early childhood; elementary school; experience; fourth grade; hard of hearing; hearing impairment; high school; improved; infancy; junior high school; kindergarten; language comprehension; language outcome; listening comprehension; longitudinal design; meetings; normal hearing; permanent hearing loss; programs; prospective; prospective test; psychosocial; reading ability; reading comprehension; reading difficulties; service delivery; skills; twelfth grade

Many children who are hard of hearing (CHH) are identified and receive early intervention during infancy. Even with this early intervention, however, CHH are at risk for delays in language acquisition due to reduced auditory access. These challenges may have cascading effects on reading development because language plays a foundational role in reading. Much of the research on reading comprehension in children with hearing loss (HL) has focused on elementary-age children who are deaf or combined groups of CHH with children who are deaf. Because CHH have access to a qualitatively different auditory signal than children who are deaf, it is unclear if the significant delays we see with word reading and reading comprehension in children who are deaf apply to CHH in secondary grades. This lack of evidence hinders our understanding of the underlying processes that drive reading achievement in CHH, which in turn, limits the ability to develop scientifically based interventions and instruction. The current proposal is guided by the Simple View of Reading, which proposes that reading comprehension is the product of word reading and language comprehension. This proposal is also based on the Cumulative Auditory Experience model, which predicts that inconsistent auditory access in early childhood leads to reduced opportunities for language learning. Specifically, this proposal tests the hypothesis that auditory access (quantified by aided audibility and amount of hearing aid use) predicts reading comprehension growth rates in CHH, and this relationship is mediated by oral language. The current proposal will rectify some of the limitations of past research by leveraging our access to a large, well-characterized cohort of adolescents who are hard of hearing (AHH) and age-matched adolescents with normal hearing (ANH) who have been followed from preschool to 4th grade. We propose to prospectively test this cohort out to 12th grade. Our access to this cohort will allow us to conduct a rigorous longitudinal investigation of developmental trajectories in word-level decoding and text-level reading comprehension, as well as the underlying processes that drive these trajectories. We will also examine heterogeneity in sources of reading difficulty for AHH. Two aims are proposed: Aim 1. To establish developmental trajectories of reading in CHH and characterize the component reading skill profiles of AHH. We will evaluate these trajectories and profiles through a combination of retrospective (K-4th grade) and prospective (7th-12th grade) data. Aim 2. To specify the underlying processes that influence reading comprehension trajectories and outcomes in AHH and ANH. The data from this proposal will inform theoretical models of reading for children with HL, using robust and modern statistical approaches to examine reading comprehension. The proposed study will provide empirical evidence for the identification of unique component skills that support reading comprehension for young children and adolescents who are hard of hearing. This evidence will guide the development of differentiated instructional approaches and future intervention research designed to validate these scientifically based instructional approaches.

许多儿童谁是听力困难（CHH）被确定并接受早期干预在婴儿期。然而，即使有这种早期干预，由于听觉通道减少，CHH仍有语言习得延迟的风险。这些挑战可能会对阅读发展产生连锁反应，因为语言在阅读中起着基础作用。许多关于听力损失儿童阅读理解的研究都集中在小学年龄的失聪儿童或听力损失儿童与失聪儿童的组合群体上。由于先天性高聋儿童获得的听觉信号与失聪儿童在质量上有所不同，因此尚不清楚我们所看到的聋儿在单词阅读和阅读理解方面的显著延迟是否适用于中学阶段的先天性高聋儿童。这种证据的缺乏阻碍了我们对推动CHH阅读成就的潜在过程的理解，这反过来又限制了开发基于科学的干预和教学的能力。当前的建议以简单阅读观为指导，认为阅读理解是单词阅读和语言理解的产物。该建议也是基于累积听觉经验模型，该模型预测儿童早期不一致的听觉访问会导致语言学习机会减少。具体而言，本研究验证了听觉通路（通过辅助可听性和助听器使用量量化）预测CHH阅读理解增长率的假设，并且这种关系是由口语介导的。目前的建议将纠正过去研究的一些局限性，通过利用我们对听力困难（AHH）青少年和听力正常（ANH）年龄匹配的青少年的大量，特征明确的队列，这些青少年从学前班一直跟踪到四年级。我们建议对这个队列进行前瞻性测试，直到12年级。我们对这个群体的访问将使我们能够对单词级解码和文本级阅读理解的发展轨迹以及驱动这些轨迹的潜在过程进行严格的纵向调查。我们还将研究AHH阅读困难来源的异质性。提出两个目标：目标1。目的：建立儿童阅读的发展轨迹，分析儿童阅读技能的特征。我们将通过回顾性（k -4年级）和前瞻性（7 -12年级）数据的结合来评估这些轨迹和概况。目标2。指定影响AHH和ANH阅读理解轨迹和结果的潜在过程。本提案的数据将为HL儿童阅读的理论模型提供信息，使用稳健的现代统计方法来检查阅读理解。本研究将为识别支持失聪儿童和青少年阅读理解的独特组成技能提供经验证据。这些证据将指导差异化教学方法的发展和未来的干预研究，旨在验证这些基于科学的教学方法。