Early Language and Literacy Acquisition in Children with Hearing Loss

项目摘要/摘要 这一方案研究的长期目标是阐明口语、语音 为正在发展口语的听力损失儿童处理和打印知识和识字成就 语言。这项翻译工作支持NIDCD减轻沟通障碍负担的使命，例如 听力损失，并将导致更好的方法来识别患有听力损失的学龄前儿童，这些儿童最有可能患上 后来出现了语言和识字方面的缺陷。听力受损的儿童在识字结果上有很大的个体差异。这个 听力受损的18岁青少年的阅读结果中位数只有三年级水平，但一些研究人员报告说 阅读水平在平均范围内。因此，迫切需要开发识别哪些儿童的方法 学龄前几年的听力损失是以后听力障碍的最大风险，因此可以启动高影响力的干预措施 越早越好。对于听力正常的儿童，口语、语音处理和印刷知识都有发展 在学龄前几年的过程中，并对以后的识字成绩有中等到很强的预测作用。患有以下疾病的儿童 听力损失表现出在获得这些区域中的每一个方面的困难，特别是在语音意识方面的困难， 概念性印刷知识，以及复杂的语法产生。然而，每个学龄前儿童口语的贡献， 语音加工、印刷知识技能对听力损失儿童后期识字成绩的影响 未知。这项纵向研究的目的是(A)确定口语和书面语的发展轨迹 小学阶段听力损失儿童的语言，(B)确定以下方面的独特贡献 学龄前儿童的口语、语音处理和印刷知识到三年级的识字成就 听力损失，以及(C)考虑词汇-语义知识如何有助于大脑中发育特别迟缓的区域 关于听力损失的儿童，以及这些延迟如何具体影响小学的识字成绩。这 研究将更好地了解口语和书面语是如何发展的，以及学龄前儿童口语是如何发展的 语言、语音处理和印刷知识有助于听力障碍儿童以后的识字能力 损失。这些知识将对学龄前听力损失儿童的识别产生重大的长期影响 最有风险的是后来的口语和识字缺陷，以及早期高影响的发展 干预。

PROJECT SUMMARY/ABSTRACT The long-term objective of this programmatic line of research is to elucidate the relation of oral language, phonological processing, and print knowledge and literacy achievement for children with hearing loss who are developing spoken language. This translational work supports NIDCD's mission of reducing the burden of communication disorders such as hearing loss and will result in better methods of identifying preschool children with hearing loss who are most at-risk for later language and literacy deficits. Children with hearing loss have wide individual variation in literacy outcomes. The median reading outcome for 18-year-olds with hearing loss is at only a third grade level, but some researchers report reading levels within the average range. Thus, there is a critical need to develop methods of identifying which children with hearing loss in the preschool years are most at-risk for later deficits so high-impact intervention can be initiated as early as possible. For children with normal hearing, oral language, phonological processing, and print knowledge develop over the course of the preschool years and are moderate to strong predictors of later literacy achievement. Children with hearing loss exhibit difficulties in acquisition of each of these areas, with particular difficulty in phonological awareness, conceptual print knowledge, and complex syntax production. The contributions, however, of each preschool oral language, phonological processing, and print knowledge skill to later literacy achievement for children with hearing loss are unknown. The aims of this longitudinal study are to (a) determine the developmental trajectories of spoken and written language for children with hearing loss across the elementary school years, (b) determine the unique contributions of preschool oral language, phonological processing, and print knowledge to grade 3 literacy achievement in children with hearing loss, and (c) consider how lexical-semantic knowledge contributes to areas of particularly delayed growth in children with hearing loss, and how those delays specifically contribute to literacy outcomes in elementary school. This study will provide a better understanding about how spoken and written language develop, as well as how preschool oral language, phonological processing, and print knowledge contribute to later literacy achievement in children with hearing loss. Such knowledge will have a significant long-term impact on identification of preschool children with hearing loss who are most at-risk for later spoken language and literacy deficits, as well as the development of high-impact early intervention.