Language Development and Impairment in Children With Mild to Moderate Sensorineural Hearing Loss

Halliday, Lorna F.; Tuomainen, Outi; Rosen, Stuart

doi:10.1044/2016_jslhr-l-16-0297

Cited by 79 publications

(65 citation statements)

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“…Despite the fact that AABR was considered the best test for NHSP, [44][45][46][47] most of the respondents believed it to be OAE. This could be because OAE is well known to most physicians as being a more reliable and quick method of hearing screening than AABR.…”

Section: Knowledge Of Hearing Testsmentioning

confidence: 99%

Knowledge and Practice of Hearing Screening and Hearing Loss Management among Ear, Nose, and Throat Physicians in Jordan

Zaitoun

Rawashdeh

Alqudah

et al. 2020

Int Arch Otorhinolaryngol

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Introduction One of the main factors that affect the early diagnosis and intervention of hearing loss is inadequate knowledge by the health care workers. Ear, nose, and throat (ENT) specialists are the main source of information about hearing loss and its management in most developing countries, such as Jordan. Objective The purpose of the present study is to explore the level of knowledge and the practice of hearing screening and hearing loss management for children among ENT physicians in Jordan as an example of health care providers in developing countries of the Middle East. Methods This was a cross-sectional study, adapting a questionnaire of knowledge and the practice of hearing screening and hearing loss management for children. The questionnaire consisted of 2 sections with 20 questions. A total of 40 ENT physicians completed the questionnaire. Results The majority of the respondents acknowledged the importance of hearing screening for children; however, there was limited knowledge regarding hearing loss management and testing. Only 10 of the ENT physicians believed that a referral to an audiologist is warranted, and the majority of the respondents were not aware that a child with a confirmed permanent hearing loss should be referred to a speech pathologist or to a rehabilitation center. Managing unilateral and mild sensorineural hearing loss (SNHL) was another area about which ENT physicians have limited knowledge. Conclusion There is a strong need for professional intervention programs, providing the latest updates and standardizations in the field of audiology and pediatric rehabilitation for ENT physicians.

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Section: Knowledge Of Hearing Testsmentioning

confidence: 99%

Knowledge and Practice of Hearing Screening and Hearing Loss Management among Ear, Nose, and Throat Physicians in Jordan

Zaitoun

Rawashdeh

Alqudah

et al. 2020

Int Arch Otorhinolaryngol

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“…Mayberry [17] and Mayberry and Lock [18], for instance, documented differences in language development and language outcomes for children who were exposed to ASL early in life as compared to those exposed to ASL later. However, such differences are not only present in those who go on to use ASL: there is also potential for children with even a mild to moderate hearing loss and who use primarily or only spoken language to experience the effects of language delay [19]. Other researchers have found a strong relationship between language proficiency (regardless of modality) and literacy among older d/hh learners [3,4,[20][21][22].…”

Section: Language Delay and Deprivation And Literacymentioning

confidence: 99%

Language Development and Deaf/Hard of Hearing Children

Scott

Dostal

2019

Education Sciences

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This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems (specifically iterations of signed English and cued speech). These bodies of literature are summarized, with special attention paid to intervention research and research exploring the impacts of language skills on literacy development. Findings indicate that there is generally a stronger research base on natural languages as compared to communication systems, though more studies in both categories are necessary. Additionally, there are very few intervention studies and even fewer that aim to intervene upon language with the explicit goal of impacting literacy; therefore, there is little known about whether and how interventions that aim to support language development may have direct or indirect impacts on literacy within this population. Further research on this topic, as well as replication studies and research with larger sample sizes, is strongly recommended.

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“…NWR has been found to be difficult for children with all degrees of HI wearing CI or HA, both regarding segmental features (Briscoe et al, 2001;Dillon, Cleary, Pisoni, & Carter, 2004;Halliday et al, 2017), and prosody (Carter, Dillon, & Pisoni, 2002). NWR may further be a good predictor of language development in children with CI (Nittrouer, Caldwell-Tarr, Sansom, Twersky, & Lowenstein, 2014).…”

Section: Word and Nonword Repetition In Children With Hearing Impairmentmentioning

confidence: 97%

“…High nonverbal intelligence and faster verbal rehearsal speed also provide advantages for language development (Geers & Sedey, 2011). Halliday, Tuomainen, and Rosen (2017) found that oral and written language abilities were not linked to the severity of HI, or to age of HI identification, in children with mild to moderate HI aged 8-16. Instead, speech and language performance was predicted by familial language problems, maternal education, and nonverbal ability.…”

Section: Development Of Speech Language and Cognitionmentioning

confidence: 99%

“…Studies of language development in children who have mild-moderate hearing impairment are rare (Moeller et al, 2010). Halliday et al (2017) investigated various language abilities in 90 English-speaking participants between 8 and 16 years of age with mild-moderate HI. Scores on standardized measures of grammatical comprehension, expressive vocabulary, nonword repetition, and sentence recall were significantly lower for the children with HI compared to age-matched controls with NH, although many children with HI performed within the age-appropriate limits when standardized test norms were considered.…”

Section: Studies Of Phonological Development In Children With Hamentioning

confidence: 99%

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Prosodic and Phonological Ability in Children with Developmental Language Disorder and Children with Hearing Impairment: In the Context of Word and Nonword Repetition

Sundström¹

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Many children with developmental language disorder (DLD) exhibit difficulties with phonology, i.e. the sounds of language. Children with any degree of hearing impairment (HI) are at an increased risk of problems with spoken language, including phonology. The cause of these difficulties is unknown in children with DLD, and is often assumed to result from reduced hearing acuity in children with HI. Variability in terms of language outcomes is large in both groups, and determining if a child's language ability is within normal limits or not is problematic. A task that has proven useful in differentiating typical from atypical language development is nonword repetition, in which the child listens to a word form without meaning and repeats it back immediately. Performance in nonword repetition tasks is a potential indicator of language ability in both children with DLD and children with HI. However, it has not been established exactly what the task measures. 9 ACKNOWLEDGEMENTS First and foremost, I would like to thank Christina Samuelsson, my main supervisor. Thank you for supporting me and showing unwavering interest in my work throughout this project, and for encouraging me to do research in the first place. Always keeping standards high, you have been generous in sharing your knowledge and creativity, and in helping me correct the mistakes you have given me the freedom to make. Next, I thank my co-supervisor, Björn Lyxell. It has been a true privilege working with you, and my only regret is that I did not bother you with more questions. With calm enthusiasm, you have inspired me to look at the bigger picture, and to never lose touch with the human behind the data. My many thanks to Ulrika Löfkvist. You have been my guide to everyday reality for children with hearing impairment and the speech-language pathologists working with them. Your theoretical and practical resourcefulness has really been invaluable to me, and to this project. My PhD work has been completely reliant on collaboration with hospital clinics and preschools. I would like to thank everyone that have taken their time to help me, with special mention of

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Language Development and Impairment in Children With Mild to Moderate Sensorineural Hearing Loss

Abstract: Clinically significant language impairments are not an inevitable consequence of MMHL. Risk factors appear to include lower maternal education and family history of language problems, whereas nonverbal ability may constitute a protective factor.

Cited by 79 publications

References 75 publications

Knowledge and Practice of Hearing Screening and Hearing Loss Management among Ear, Nose, and Throat Physicians in Jordan

Knowledge and Practice of Hearing Screening and Hearing Loss Management among Ear, Nose, and Throat Physicians in Jordan

Language Development and Deaf/Hard of Hearing Children

Prosodic and Phonological Ability in Children with Developmental Language Disorder and Children with Hearing Impairment: In the Context of Word and Nonword Repetition

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