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ERIC Number: EJ947564
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0891-4222
Vocabulary Development in Children with Hearing Loss: The Role of Child, Family, and Educational Variables
Coppens, Karien M.; Tellings, Agnes; van der Veld, William; Schreuder, Robert; Verhoeven, Ludo
Research in Developmental Disabilities: A Multidisciplinary Journal, v33 n1 p119-128 Jan-Feb 2012
In the present study we examined the effect of hearing status on reading vocabulary development. More specifically, we examined the change of lexical competence in children with hearing loss over grade 4-7 and the predictors of this change. Therefore, we used a multi-factor longitudinal design with multiple outcomes, measuring the reading vocabulary knowledge in children with hearing loss from grades 4 and 5, and of children without hearing loss from grade 4, for 3 years with two word tasks: a lexical decision task and a use decision task. With these tasks we measured word form recognition and (in)correct usage recognition, respectively. A GLM repeated measures procedure indicated that scores and growth rates on the two tasks were affected by hearing status. Moreover, with structural equation modeling we observed that the development of lexical competence in children with hearing loss is stable over time, and a child's lexical competence can be explained best by his or her lexical competence assessed on a previous measurement occasion. If you look back, differences in lexical competence among children with hearing loss stay unfortunately the same. Educational placement, use of sign language at home, intelligence, use of hearing devices, and onset of deafness can account for the differences among children with hearing loss. (Contains 2 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 5; Grade 6; Grade 7; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A