NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177850
Record Type: Journal
Publication Date: 2018
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0002-726X
The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language
Rufsvold, Ronda; Wang, Ye; Hartman, Maria C.; Arora, Sonia B.; Smolen, Elaine R.
American Annals of the Deaf, v163 n1 p35-60 2018
The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH children who used spoken language as their communication modality and 11 typically hearing same-age peers. The children's language and the language spoken to them during all waking hours over a 2-day period (16 hours per day) were recorded and analyzed quantitatively and were compared to the children's performance on the Boehm Test of Basic Concepts and the Peabody Picture Vocabulary Test. The results highlight the relationship between the quantity of adult language and the language, vocabulary, and basic concept knowledge of DHH preschool children who use listening and spoken language.
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; California; Missouri
Identifiers - Assessments and Surveys: Boehm Test of Basic Concepts; Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A