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ERIC Number: EJ1116302
Record Type: Journal
Publication Date: 2016-Oct
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0014-4029
Teaching Vocabulary to Preschool Children with Hearing Loss
Lund, Emily; Douglas, W. Michael
Exceptional Children, v83 n1 p26-41 Oct 2016
Despite poor vocabulary outcomes for children with hearing loss, few studies have evaluated the effectiveness of specific vocabulary teaching methods on vocabulary learning for this group. The authors compared three vocabulary instruction conditions with preschool children with hearing loss: (a) explicit, direct instruction; (b) follow-in labeling; and (c) incidental exposure using an adapted alternating-treatments single-subject experimental design. Nine preschool children with hearing loss participated in the study across 6 weeks, with intervention implemented by 4 teachers of the deaf. Visual analysis of the results of the data indicated that participants learned the most words in the explicit, direct instruction condition and the fewest words in the incidental exposure condition. These results are not consistent with some recommendations currently made to educators. The authors discuss implications for practice, including emphasis on direct instruction.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Expressive One Word Picture Vocabulary Test; Goldman Fristoe Test of Articulation; Kaufman Brief Intelligence Test; Peabody Picture Vocabulary Test; Preschool Language Scale
Grant or Contract Numbers: N/A