Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing

Squires, Bonita; Bird, Elizabeth Kay-Raining

doi:10.1177/15257401221074412

Cited by 3 publications

(5 citation statements)

References 21 publications

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“…Additionally, three dissertations were identified, including AlMusawi (2014), Chen (2005), and Falk (2017). The supplemental search on Google Scholar additionally located two articles (Bharadwaj & Barlow, 2020;Chan, 2023), one dissertation (Squires, 2021), and one conference presentation (Bastien et al, 2006). Falk (2017), one of the dissertations, was found to have been published as a co-authored article (i.e., Wang et al, 2017).…”

Section: Moprhology and Reading In Dhh Students 16mentioning

confidence: 99%

“…For the reading-related tasks, among the seven studies where word reading was measured, four focused on accuracy, two on fluency and an additional one on both. Vocabulary knowledge was a correlate of MA in six studies, which all focused on receptive knowledge except Squires (2021). Four studies employed an oral vocabulary measure, typically asking participants to match a word heard with a picture.…”

Section: A Scoping Review Of Correlation Studies On Ma and Readingmentioning

confidence: 99%

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Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

Zhang¹,

Ke²

2023

Preprint

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This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = .610, .712, and .669 (all ps < .001), respectively, for word reading, vocabulary knowledge, and reading comprehension. A set of moderator analysis was conducted of language, DHH students’ age/reading stage and degree of hearing loss, and task type. The correlation of MA with word reading was significantly stronger in alphabetic than in non-alphabetic languages, and for fluency than accuracy; for vocabulary knowledge, the correlation was significantly stronger for production MA tasks than for judgment tasks; for reading comprehension, derivational MA tasks showed a stronger correlation than those having a mixed focus on inflection and derivation. While no other moderator effects were significant, the correlations for subsets of effect sizes were largely high for a moderator. These findings reaffirmed the importance of morphology in DHH students’ reading development. The present synthesis, while evidencing major development of research on the metalinguistic underpinnings of reading in DHH students, also showed that the literature on MA is still very limited.

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Section: Moprhology and Reading In Dhh Students 16mentioning

confidence: 99%

Section: A Scoping Review Of Correlation Studies On Ma and Readingmentioning

confidence: 99%

Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

Zhang¹,

Ke²

2023

Preprint

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“…Further, they are multiplied exponentially for children with hearing loss for whom all of these factors come into play-age, immature auditory processing systems, hearing loss, often incomplete language foundations and lack of metacognitive strategies, and they also find themselves in poor listening environments over which they have no control. Both children and adults expend significant amounts of energy on speech perception, cognitive processing and memory in complex listening environments, and this energy expenditure is exponentially higher for individuals with hearing loss [69][70][71][72][73][74][75]. Reducing listening effort and fatigue is a byproduct of improving access; if listeners can hear clearly and without strain, listening effort and fatigue is automatically reduced.…”

Section: Purpose Of Access Technologiesmentioning

confidence: 99%

“…If a listener can identify that the acoustical environment is poor, they might be able to implement strategies for amelioration. However, deaf children often have few skills to identify or anticipate difficult communication situations, and little awareness of communication breakdowns when they occur [69]. It is fair to say, then, that the listening environments of deaf children from infancy to postsecondary education provide more than sufficient rationale to consider the use of access technology.…”

Section: Purpose Of Access Technologiesmentioning

confidence: 99%

The Connected Life: Using Access Technology at Home, at School and in the Community

Millett

2023

Education Sciences

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Hearing technologies such as hearing aids, cochlear implants and bone-anchored devices provide students with hearing loss with far greater access to auditory information (and most importantly, to spoken language) than even a decade ago. However, in a student’s daily life, many situations arise where effective communication and participation can be comprised by factors such as distance, noise, reverberation, difficulty hearing peer input, missing or obscured visual information (e.g., due to masks during the COVID-19 pandemic), speakers with accents or poor auditory/visual quality (e.g., on the phone or during online learning). Access technologies such as remote microphone systems, wireless connectivity platforms and captioning can be used to supplement and/or clarify auditory and visual information, so that students can fully participate in all aspects of their lives. This article discusses how access technologies can provide support for students in preschool, elementary, secondary and postsecondary education. The importance of universal design for access to public spaces, such as schools and community spaces, to ensure that individuals with hearing loss live in an equitable and inclusive world are also discussed.

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“…Consequently, It is advised that Sign Language be taught as the environment's first language and dominant vocal language (Grace, 2023). To advocate for themselves, deaf or hard-of-hearing children in inclusive education settings must be aware of how well they hear and understand spoken language (Squires & Kay-Raining, 2023).…”

Section: Create An Instrument Bankmentioning

confidence: 99%

Deaf Disability Assessment Model

Safari¹

2023

akademika

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Purpose to find out the deaf disability assessment model. Method: the design of this study is qualitative research, namely library research (library research). The information gathered and analyzed comes entirely from literature and documentation, such as publications in books, research journals, and other related media. The data collection technique is a literature study, namely by searching for data related to the discussion in this study. Relevant data is collected through literature study, literature study, and internet search. The data analysis technique uses descriptive qualitative analysis techniques. Results: Assessment technic in disability education (formal and informal) are distinguished from diagnostic, test, and evaluation terms in general education. The aim is to see the condition of students their abilities, difficulties, and learning needs individually. Conclusion: the assessment model in deaf disability education is as follows. (1) Diagnosing barriers in students (physical: hard of hearing/deaf, intellectual, social, emotional, and/or sensory-neurological); (2) Classification, placement, and discovery of deaf disability education programs; (3) Determine the learning path for kids with hearing problems; (4) Determine the technique of implementing the assessment to be used (tests, interviews, observations, analysis of student work); (5) Developing grids and questions along with scoring guidelines; (6) analysis of instruments and results. Implementation: by using the appropriate assessment model, the teacher can easily trace the barriers to deaf students' difficulties individually and accurately.

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Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing

Cited by 3 publications

References 21 publications

Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

The Connected Life: Using Access Technology at Home, at School and in the Community

Deaf Disability Assessment Model

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