Language Environments and Spoken Language Development of Children With Hearing Loss

Abstract

This study examined the relationships between adult language input and child language production in regard to the quantity and diversity of spoken language, as well as children’s knowledge of basic concepts and vocabulary. The quantity and diversity of language provided by teachers and parents were related to children’s language output and knowledge. Language ENvironment Analysis technology audio-recorded the language environments of 26 preschool children with hearing loss over 2 days. The language samples were analyzed for quantity (adult word count, child vocalization count, and conversational turn count) and diversity (lexical diversity, syntactical complexity, and clausal complexity) of language. Results indicated a relationship between adult language input and child language production, but only in regard to the quantity of language. Significant differences between the teachers and parents were reported in regard to the diversity of adult language input. These results suggest that the language input provided by adults across environments (school versus home) is considerably different and warrants further investigation.

The improvement of preschool educators in communication skills: describing and narrating from an interdisciplinary perspective

“…(38) El lenguaje se concibe como una forma peculiar del conocimiento o concepción de los objetos y fenómenos de la realidad una forma indirecta del conocimiento de esa realidad circundante y que la refleja por medio de la lengua natal. (39,40,41) Demuestra cómo los fenómenos no existen por separado, y al interrelacionarlos por intermedio del contenido, dibuja el cuadro de interpelación, interacción y dependencia del desarrollo del mundo.…”

Disparities Among Cochlear Implant Users

“…Language deprivation among those who are DHH can stem from a lack of accessible input, which can derive from language models that are not a communication match (Hall et al, 2019). Studies pertaining to language environments are largely focused on parental language models as well as school language environments (Aragon & Yoshinaga-Itano, 2012;Arora et al, 2020;Rufsvold et al, 2018). However, few if any studies have examined communication match among service providers and their students.…”

Home Auditory Environments of Children With Cochlear Implants and Children With Normal Hearing

“…While much information about the home auditory environment of children with NH and its relationship with developmental outcomes is available, researchers have only recently begun to explore the role of the home auditory environment on the development outcomes in children with hearing loss (Ambrose et al 2014; Vohr et al 2014; Ambrose et al 2015; Arora et al 2020; Yoshinaga-Itano et al 2020). In one such study, Vohr et al (2014) used the LENA system to examine the language environment of 23 children with hearing loss who were between 32 and 46 mo.…”