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ERIC Number: EJ1094744
Record Type: Journal
Publication Date: 2016-May
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1525-7401
Teachers and Peers as Communication Models to Teach Grammatical Forms to Preschoolers with Hearing Loss
Richels, Corrin G.; Bobzien, Jonna L.; Schwartz, Kathryn S.; Raver, Sharon A.; Browning, Ellen L.; Hester, Peggy P.
Communication Disorders Quarterly, v37 n3 p131-140 May 2016
Structured input from both teachers and peers maximizes the opportunities for preschoolers to learn grammatical forms. The purpose of this pilot study was to evaluate the effectiveness of using a teacher and a peer with typical hearing and language skills to model grammatically correct verbal responses to action "wh-" questions ("What is he/she doing?") using picture stimuli with three preschool-aged children with hearing loss. Data from a multiple probe across participants design indicated that (a) all children learned to appropriately answer the "wh-" question using their targeted grammatical form during intervention, (b) all three children were able to generalize these skills to untrained pictures with varying degrees of success, and (c) all three children maintained the skills for 6 to 10 weeks following intervention. Implications for teaching grammatical forms to preschool children with hearing loss are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Goldman Fristoe Test of Articulation; Mean Length of Utterance; Peabody Picture Vocabulary Test; Preschool Language Scale
Grant or Contract Numbers: N/A