Early Language and Literacy Acquisition in Children with Hearing Loss

听力损失儿童的早期语言和读写能力习得

• 批准号: 10609209
• 负责人: Emily Ann Lund
• 金额: $ 13.24万
• 依托单位: FATHER FLANAGAN'S BOYS' HOME
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-18 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10609209
• 关键词: 18 year old; Achievement; Area; Award; Child; Child Language; Communication impairment; Complex; Development; Early Intervention; Early identification; Exhibits; Growth; Individual; Intervention; Knowledge; Language; Longitudinal Studies; Methods; Mission; National Institute on Deafness and Other Communication Disorders; Nursery Schools; Oral; Outcome; Preschool Child; Production; Public Health; Reading; Reporting; Research; Research Personnel; Risk; Semantics; Work; design; elementary school; hearing impairment; improved; individual variation; lexical; literacy; normal hearing; phonological awareness; phonology; skills; syntax; third grade

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.

最初授予的申请没有任何更改 项目摘要/摘要 这项计划研究线的长期目标是阐明口语的关系， 语音处理，并为听力损失儿童打印知识和扫盲成就 开发口语。这项翻译工作支持NIDCD减少燃烧的使命 诸如听力损失之类的沟通障碍，并将带来更好的方法来识别学龄前儿童 听力损失是以后的语言和扫盲最高危的人。听力损失的孩子有 识字结果的广泛差异。 18岁男孩听力损失的中位数阅读结果是 只有三年级的水平，但是一些研究人员报告了平均范围内的阅读水平。那是 开发识别哪些学龄前儿童的方法是最重要的需求 高危后来定义如此高的干预措施可以尽早开始。适用于正常的儿童 听力，口服语言，语音处理以及在学龄前发展的开发知识 多年，是后来识字成就的中等至有力的预测指标。听力损失展览的孩子 在获取这些领域的每个领域的难度上，语音意识尤其困难，概念 打印知识和复杂的语法生产。但是，每种学龄前口语的贡献， 语音处理，并将知识技能打印为后来的听力损失儿童的识字能力是 未知。这项纵向研究的目的是（a）确定口语的发展轨迹和 在整个小学年间听力损失的儿童的书面语言，（b）确定独特的 学龄前语言，语音处理和印刷知识对3年级识字的贡献 听力损失的儿童的成就，以及（c）考虑词法 - 语义知识如何在领域中贡献 听力损失的儿童的增长特别延迟，以及这些延误如何特别有助于识字 小学的成果。这项研究将对口语和书面方式有更好的了解 语言发展以及学龄前的口服语言，语音处理和印刷知识如何 在听力损失的儿童中促进后来的识字成就。这样的知识将有很大的长期 对识别听力损失的学龄前儿童的术语影响，这些儿童是最高风险的，以后说话 语言和扫盲定义了高影响力早期干预的发展。