Literacy Development for Preschoolers with Hearing Loss

项目摘要 只有56%的听力损失儿童（HL）在小学和只有44%的高中阅读， 等级水平（Geers等人，2008年）。HL儿童与听力正常儿童之间的读写能力差距 (NH)早期可观察到：学龄前儿童和HL儿童的早期读写能力得分明显较低 与NH儿童相比，2008; Nittrouer等人，2012年）。确定机制 因此，HL儿童在学龄前阶段的基本应急识字对于开始关闭至关重要 结果差距。这项研究计划的长期目标是验证有效的干预措施， 学龄前HL儿童，缩小学龄前HL和NH儿童之间的早期识字差距。最初我们 将确定HL儿童的识字能力获得机制，然后建立和验证干预措施 解决已确定的机制。为了实现这一目标，拟议研究的目的是确定 语音意识与字母知识的发展关系， 意识和接受性词汇; 3）学龄前儿童的表达形态学和接受性词汇 关于HL儿童的紧急识字技能将在他们在学前期间发展时进行评估（Lonigan等人， 2000年）。获得的纵向数据将使用潜在变化评分模型进行分析， 确定共同发展结构之间的发展影响（麦卡德尔，2009）。潜变 分数模型结合纵向数据将使我们能够识别发展的影响， 在语音意识，字母知识，接受性词汇和表达形态之间， 儿童HL确定HL儿童相对于 NH将导致改进的理论模型的新兴识字占独特的识字 儿童HL的发病机制。改进的理论模型将使我们能够推断出 HL儿童的紧急识字能力发展，导致假设驱动的干预措施的创建， 改善这一人群的临床结局。

PROJECT SUMMARY Only 56% of children with hearing loss (HL) in elementary school and only 44% in high school are reading at grade-level (Geers et al., 2008). The literacy gap between children with HL and children with normal hearing (NH) is observable early: preschoolers and kindergarteners with HL score significantly lower on early literacy measures than children with NH (Easterbrooks et al., 2008; Nittrouer et al., 2012). Identifying the mechanisms underlying emergent literacy in the preschool years for children with HL is therefore crucial to begin to close the outcome gap. The long-term goal of this research program is to validate effective interventions for preschool children with HL that close the early literacy gap between preschoolers with HL and NH. Initially, we will identify the literacy acquisition mechanisms for children with HL and then build and validate interventions that address the identified mechanisms. Toward this goal, the aims of the proposed research are to determine the developmental influences between 1) phonological awareness and alphabetic knowledge, 2) phonological awareness and receptive vocabulary, and 3) expressive morphology and receptive vocabulary for preschoolers with HL. Children's emergent literacy skills will be assessed as they develop during preschool (Lonigan et al., 2000). The obtained longitudinal data will be analyzed using latent change score modeling, useful for identifying the developmental influences among co-developing constructs (McArdle, 2009). Latent change score modeling in conjunction with longitudinal data will enable us to identify the developmental influences among phonological awareness, alphabetic knowledge, receptive vocabulary, and expressive morphology for children with HL. Identifying the unique developmental influences for children with HL relative to children with NH will lead to an improvement of theoretical models of emergent literacy to account for the unique literacy mechanisms of children with HL. Improved theoretical models will allow us to infer the malleable factors in emergent literacy development for children with HL, leading to hypothesis-driven intervention creation and improved clinical outcomes for this population.