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: 10439914
• 负责人: Elizabeth A. Walker
• 金额: $ 77.3万
• 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/10439914
• 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.

许多难以听见的孩子（CHH）被确定并在婴儿期间接受早期干预。但是，即使在这种早期干预的情况下，由于听觉访问降低，CHH仍有延迟语言获取的风险。这些挑战可能会对阅读发展产生级联影响，因为语言在阅读中起着基本作用。关于听力损失儿童（HL）儿童阅读理解的大部分研究都集中在聋哑儿童或与聋哑儿童中的CHH组合或合并的CHH群体上。由于CHH可以访问与聋哑儿童的定性听觉信号，因此尚不清楚我们在聋哑儿童中看到的重大延迟是否在中学中适用于CHH的儿童。缺乏证据阻碍了我们对推动CHH阅读成就的基本过程的理解，而CHH又限制了发展基于科学的干预措施和指导的能力。当前的提案以简单的阅读观点为指导，该观点建议阅读理解是单词阅读和语言理解的产物。该建议还基于累积听觉经验模型，该模型预测，幼儿期的听觉访问不一致会导致语言学习的机会减少。具体而言，该建议检验了以下假设：听觉访问（通过辅助的听觉性和助听器使用量量化）预测了CHH的阅读理解增长率，并且这种关系是通过口头语言介导的。当前的提案将通过利用我们获得大型，良好的青少年群体的访问来纠正过去研究的一些局限性，这些青少年的众多群体（AHH）和年龄匹配的青少年正常听证会（ANH）从学龄前到四年级。我们建议将该队列的前瞻性测试至12年级。我们对此队列的访问将使我们能够对单词级解码和文本级别阅读理解中的发展轨迹进行严格的纵向研究，以及驱动这些轨迹的基本过程。我们还将研究AHH阅读难度来源的异质性。提出了两个目标：目标1。建立CHH阅读的发展轨迹并表征AHH的组成部分阅读技能。我们将通过回顾性（K-4年级）和前瞻性（7至12年级）数据的结合来评估这些轨迹和概况。目的2。指定影响阅读理解轨迹和AHH和ANH结果的基本过程。该提案的数据将使用强大的现代统计方法来检查阅读理解的理论模型，以检查HL儿童的阅读模型。拟议的研究将为识别独特的组成技能提供经验证据，以支持读书的幼儿和青少年阅读理解。该证据将指导开发差异化的教学方法和未来的干预研究，旨在验证这些基于科学的教学方法。