Early Language and Literacy Acquisition in Children with Hearing Loss

与最初授予的申请相比没有变化 项目概要/摘要 这一纲领性研究的长期目标是阐明口头语言， 语音处理，印刷知识和识字成绩的听力损失儿童谁是 发展口语。这项翻译工作支持了NIDCD减轻疾病负担的使命。 沟通障碍，如听力损失，并将导致更好的方法来识别学龄前儿童 听力损失的人，他们最有可能在以后的语言和读写能力方面出现缺陷。听力损失的儿童 扫盲成果的个体差异很大。18岁听力损失患者的中位阅读结果是 只有三年级的水平，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确定学龄前听力损失儿童的听力损失最严重， 因此，可以尽早启动高效干预措施。对于正常的儿童， 听力、口语、语音处理和印刷知识在学前教育过程中得到发展 年，是中等到强大的预测后来的识字成绩。听力损失儿童展 在获得这些领域的每一个困难，特别是在语音意识，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 （B）确定听力损失儿童在整个小学阶段的独特的 学前口语、语音处理和印刷知识对3年级识字的贡献 听力损失儿童的成就，以及（c）考虑词汇语义知识如何有助于 特别是听力损失儿童的发育迟缓，以及这些发育迟缓如何特别有助于识字。 小学的成绩。这项研究将提供一个更好的了解如何口语和书面语 语言发展，以及如何学前口头语言，语音处理，和印刷知识 有助于听力损失儿童日后的读写能力。这样的知识将有一个重要的长期- 术语对识别学龄前听力损失儿童的影响，这些儿童最有可能在以后说话 语言和识字能力不足，以及制定高效的早期干预措施。

No changes from originally awarded application 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.