Facilitating Literacy Development in Young Children with Hearing Loss

Kaderavek, Joan N.; Pakulski, Lori A.

doi:10.1055/s-2007-967931

Cited by 15 publications

(17 citation statements)

References 31 publications

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“…Such research informs existing teaching standards and encourages teachers to provide classroom learning activities that are not only effective for implementing evidence-based teaching but also engaging to children individually (e.g., NAEYC, 2018). Because children's interest in literacy activities is consistently associated with children's early code-related reading skills (Bracken & Fischel, 2008), such as phonological awareness (Justice et al, 2003), even among children with a hearing impairment (Kaderavek & Pakulski, 2007), researchers encourage making learning activities interesting to children to promote early literacy development (e.g., Ilgaz et al, 2014).…”

Section: The Construct Of Literacy and Writing Interestmentioning

confidence: 99%

Preschool Children’s Interest in Early Writing Activities and Perceptions of Writing Experience

Zhang

Quinn

2020

The Elementary School Journal

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Early literacy research links children's interest in writing to early literacy development. It is unclear, however, what kind of learning activities related to writing are interesting to young children. Existing studies primarily rely on an adult-report approach to capture children's interest. This study used picture-based assessment and structured interview and interviewed 55 preschool children (29 girls, 26 boys, M p 51 months, SD p 6.70) to capture children's perspectives about their writing experiences. Children's responses were transcribed and coded for data analysis. Chi-square analyses showed that children exhibited significantly stronger interest in nonwriting activities involving meaningful themes and artistic learning materials than in transcription-focused writing activities. Children showed strong interest in digital writing (i.e., iPad and computer writing), although most children did not consider digital writing a writing activity. Children's responses demonstrated their developing perception of and positive experiences with writing processes, materials, and interactions. Classroom implications are discussed.

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Section: The Construct Of Literacy and Writing Interestmentioning

confidence: 99%

Preschool Children’s Interest in Early Writing Activities and Perceptions of Writing Experience

Zhang

Quinn

2020

The Elementary School Journal

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“…Screening was done in five public primary schools[1] with a total of 813 pupils from grade 1 to 6. The five schools were the schools in the four neighborhoods that were part of the Indonesian HSRE study.…”

Section: Methodsmentioning

confidence: 99%

“…Being unable to see or hear normally may compromise our professional and social future and disable us from obtaining an education. [1234]…”

Section: Introductionmentioning

confidence: 99%

Screening of Vision and Hearing in Primary School Children

Boesen

Lykke

2012

J Family Med Prim Care

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Background:Hearing and sight are two basic senses in terms of education and profession. The World Health Organization (WHO) estimates that 15 million children worldwide suffer from uncorrected refractive disorders and another 275 million people are handicapped due to compromised hearing. In Indonesia, screening primary school children for hearing and vision is not part of the free public health-care system. Knowledge of the status of a child's hearing and vision may help secure the child's education and future profession.Materials and Methods:In five primary schools in a poor urban neighborhood in Yogyakarta, Indonesia, we screened pupils from class 1 to 6, for vision and hearing handicaps, following the WHO's definitions of handicap. On location in the primary schools, we screened vision using a Snellen chart and hearing using distortion product otoacoustic emission (DPOAE). Those with vision below 6/18 were referred to an ophthalmologist and pupils with hearing below 30 decibels at 0.5, 1, 2, and 4 kilohertz were referred to an ear nose and throat (ENT) specialist for final testing.Results:Totally, 775 pupils were vision screened and 777 pupils were hearing screened. We found that 2% were disabled by sight and 6% by hearing.Conclusion:Lost without proper education, these pupils can, with simple recommendations, have access to education. We recommend that Indonesia start screening its primary school pupils for hearing and vision to secure the country's future productivity and socioeconomic development.

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“…To the author's knowledge, only one study has examined nonword spelling in children with hearing loss. Nelson and Crumpton (2015) (Kaderavek & Pakulski, 2007). Yet, of the studies investigating written language proficiency in children who have undergone AVT (e.g., Dornan, Hickson, Murdoch, Houston & Constantinescu, 2010;von Muenster & Baker, 2014), none has compared results with a typically hearing age-matched control group.…”

Section: Spelling Outcomes In Children With Cochlear Implants a Highmentioning

confidence: 99%

“…Auditory-verbal therapy targets spoken communication development, and it is delivered to children with hearing loss in order that they might obtain age-appropriate speech and language outcomes (White & Brennan-Jones, 2014). The strong emphasis on spoken language in this approach is thought to promote emergent literacy skills by drawing explicit attention to the phonological constituents of speech (Kaderavek & Pakulski, 2007). Some studies have found that exposure to AVT is associated with better speech and language outcomes, relative to other interventions (Dettman, Wall, Constantinescu & Dowell, 2013;Percy-Smith et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Literacy development in children with cochlear implants

Bell¹

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In general, school-age children with significant hearing loss demonstrate poorer literacy skills than their typically hearing (TH) peers. However, it is often difficult to infer from research findings which individual factors contribute to overall learning outcomes, given the high degree of heterogeneity in the hearing-impaired population. Since the development of any specialised intervention is based on evidence about the strengths and weaknesses of the targeted group, gaps in research arising from population variability have clinical and educational significance. Of the broader population of children who are deaf and hard of hearing, the research presented in this thesis pertains to a homogeneous group of beginning readers with significant bilateral hearing loss, who use cochlear implants (CIs) and communicate via solely spoken language. A psycholinguistic approach, founded on existing theoretical models, informed the collection and analysis of research findings in this thesis, which has thus allowed for specific interpretations as to the skills underlying reading and writing outcomes in children with CIs. iii Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, financial support and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my higher degree by research candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted to qualify for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Facilitating Literacy Development in Young Children with Hearing Loss

Cited by 15 publications

References 31 publications

Preschool Children’s Interest in Early Writing Activities and Perceptions of Writing Experience

Preschool Children’s Interest in Early Writing Activities and Perceptions of Writing Experience

Screening of Vision and Hearing in Primary School Children

Literacy development in children with cochlear implants

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