Early Language and Literacy Acquisition in Children with Hearing Loss

项目概要/摘要 这一纲领性研究的长期目标是阐明口语、语音和语言之间的关系。 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绩 语言。这项转化工作支持 NIDCD 的使命，即减轻沟通障碍的负担，例如 听力损失，并将产生更好的方法来识别患有听力损失的学龄前儿童，他们是最有风险的 后来出现语言和识字缺陷。听力损失儿童的识字结果存在很大的个体差异。的 18 岁听力损失儿童的阅读成绩中位数仅为三年级水平，但一些研究人员报告 阅读水平在平均范围内。因此，迫切需要开发方法来识别哪些儿童 学龄前儿童患有听力损失的人以后出现听力损失的风险最大，因此可以在以下情况下启动高影响力的干预措施： 尽早。对于听力正常的儿童，口语、语音处理和印刷知识的发展 整个学龄前阶段，是后来识字成绩的中等到强的预测因素。儿童有 听力损失在获得这些区域中的每一个方面都表现出困难，特别是在语音意识方面存在困难， 概念性印刷知识和复杂的语法生成。然而，每种学前口语的贡献， 语音处理和印刷知识技能对听力损失儿童日后的识字成绩的影响 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) 确定语言的独特贡献 学龄前儿童口语、语音处理和印刷知识到三年级识字成绩 听力损失，以及（c）考虑词汇语义知识如何促进发育特别迟缓的领域 听力损失儿童的情况，以及这些延误如何具体影响小学的识字成绩。这个 研究将有助于更好地理解口语和书面语言的发展，以及学前口语如何发展 语言、语音处理和印刷知识有助于听力儿童日后的识字成就 损失。这些知识将对学龄前儿童听力损失的识别产生重大的长期影响 他们最有可能出现后期口语和读写能力缺陷以及早期高影响力发展的风险 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.