Early Language and Literacy Acquisition in Children with Hearing Loss

项目概要/摘要 这一研究纲领的长期目标是阐明口语、语音和语言之间的关系。 听力损失儿童的语言能力、处理能力、印刷知识和读写能力 语言这项翻译工作支持NIDCD减轻沟通障碍负担的使命， 听力损失，并将导致更好的方法来识别学龄前儿童听力损失谁是最危险的， 语言和读写能力不足。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结果中位数仅为三年级水平，但一些研究人员报告说， 阅读水平在平均范围内。因此，迫切需要制定方法，确定哪些儿童 学龄前听力损失的儿童最有可能在以后出现听力损失，因此可以开始高影响力的干预， 越早越好。对于听力正常的儿童，口头语言，语音处理和印刷知识发展 在学龄前阶段，识字率是以后识字成绩的中度到强烈的预测因素。儿童 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， 概念打印知识和复杂的语法生成。然而，每一种学前口头语言的贡献， 语音加工和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 （B）确定以下因素的独特贡献： 学龄前儿童的口语、语音处理和印刷知识与3年级识字成绩的关系 听力损失，以及（c）考虑词汇语义知识如何有助于特别延迟增长的领域， 听力损失儿童，以及这些延迟如何特别有助于小学的识字成果。这 这项研究将更好地了解口语和书面语是如何发展的，以及学前口语是如何发展的。 语言、语音处理和印刷知识有助于听力障碍儿童后期的识字成绩 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 谁是最危险的后期口语和识字缺陷，以及发展高影响早期 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.