Structured Instruction With Modified Storybooks to Teach Morphosyntax and Vocabulary to Preschoolers Who are Deaf/Hard of Hearing

Richels, Corrin; Schwartz, Kathryn; Bobzien, Jonna; Raver, Sharon A.

doi:10.1093/deafed/enw049

Cited by 10 publications

(12 citation statements)

References 31 publications

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“…Less evidence exists for DHH children. A few studies show that researcher-designed interventions during preschool can improve targeted language and literacy skills of DHH children (see, e.g., Lund & Douglas, 2016;Richels, Schwartz, Bobzien, & Raver, 2016;Wang, Spychala, Harris, & Oetting, 2013). While this research indicates that these skills are responsive to intervention, it does not show whether early schooling specifically has an effect on their development.…”

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confidence: 76%

Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children

Scott¹,

Goldberg²,

Connor³

et al. 2019

American Annals of the Deaf

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Already well documented for hearing children, schooling's effects on early literacy skills for young students who are deaf or hard of hearing (DHH) were examined for the first time in the present study. Piecewise growth curve modeling was used to describe 3-, 4-, and 5-year-old students' growth in phonological awareness, letter-word identification, and vocabulary during 2 years of schooling and the intervening summer (N = 56). Amplification mode was cochlear implants for 45% of the sample and hearing aids for 54%. Classroom communication mode was spoken language only (for 61%) or sign language (39%). Across all skills, significant growth occurred during the 2 years of schooling but not during the summer. These findings underscore early education's importance in promoting DHH children's critical early skills. Universal preschool intervention, including during summer, may be important in ensuring that DHH children have an adequate foundation when schooling begins.

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confidence: 76%

Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children

Scott¹,

Goldberg²,

Connor³

et al. 2019

American Annals of the Deaf

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“…Some conclusions can be drawn in the analysis of the articles selected in the last phase of this review study, regarding the effectiveness of verbal repertoire teaching methods for the deaf population and users of CI: I) The importance of individualized teaching (computerized or not), based on discrete trials, with explicit learning criteria and repeating/correction opportunities in case of wrong answers 17,18,[20][21][22][23]32 ;…”

Section: Publication Target Procedures Participants Resultsmentioning

confidence: 99%

“…Regarding the participants of these studies (Table 1), between 2 and 10 individuals participated in eight studies [16][17][18][19][20][21][22][23] ; 11 to 20 individuals participated in seven studies 12,14,[24][25][26][27][28] . Seven studies had more than 21 participants 13,[29][30][31][32][33][34] , in which three publications 29,31,33 had hearing participants as direct target of the interventions (e.g., parents, teachers and CI users caretakers) aiming to evaluate its indirect effects on deaf children and CI users' rehabilitation.…”

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confidence: 99%

“…Table 1 shows the description of the participants, as well as the difficulties to identify the participant's diagnostics. Most of the studies (13 publications) among those that provided directly or indirectly information about when the hearing loss occurred (some studies provide only the child's age at the time of diagnosis or at the time of implantation) -if pre-lingual or post-lingual -had pre-lingual deaf children as participants 13,14,[16][17][18][19][20][21]24,26,30,35,36 . Only one study explicitly reported the participation of post-lingual deaf individuals 26 .…”

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confidence: 99%

“…Most of the publications reported interventions aiming to teach expressive vocabulary, in which the main dependent variable was oral responses while naming objects, pictures or answering questions of the researcher regarding these stimuli (e.g., to describe or define an object). In these studies, teaching procedures varied widely between tasks of vocal imitation 17,18,23 , receiving instruction on the definition of stimuli 17,23,25 , attempts at auditory-visual MTS 20,21 . The results were mostly positive, but with great variability among participants when the research presented individual data.…”

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confidence: 99%

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Teaching language components to deaf/hard-of-hearing and cochlear implant users: a literature review

Lucchesi

Almeida-Verdu

2017

Rev. CEFAC

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Cochlear implants are one of the possible ways for Deaf or Hard-of-Hearing (DHH) individuals to detect sounds and as a mean of insertion in the social, academic and work environments. Nevertheless, in many cases, the cochlear implant alone is not sufficient, demanding hearing and expressive language skills rehabilitation to optimize the device used. This study aimed at reviewing scientific articles that described empirical research with interventions and/or teaching methods of various language repertoires to deaf and hard-of-hearing cochlear implant users. The review was carried out in five scientific databases considering all periods. On the first phase, 156 articles were identified and from these, 24 publications were selected. After being read, these articles were categorized and analyzed as to the participants, teaching targets and procedures adopted. On the last stage of the research, 10 experimental studies were selected and analyzed regarding procedures and results, indicating important factors in teaching this population. The results point to the necessity of an increase of scientific production in the construction and evaluation of effective verbal repertoires teaching programs for cochlear implant users.

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Evidence-Based Interventions for Learners Who Are Deaf and/or Multilingual: A Systematic Quality Review

Crowe

Guiberson

2019

Am J Speech Lang Pathol

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Purpose Many educators and speech-language pathologists have difficulty providing effective interventions to the growing population of d/Deaf and hard-of-hearing (DHH) learners who use more than 1 language. The purpose of this review article was to identify evidence-based interventions for speech, language, and literacy used with DHH multilingual learners (DMLs), monolingual DHH learners, and hearing bilingual learners without hearing loss. Interventions used with these groups can inform the practice of professionals providing services to DMLs. Method This review article considered speech, language, and literacy interventions used with DHH and hearing bilingual learners from birth to 21 years of age. The following electronic databases were searched: Academic Search Complete/EBSCO (CINAHL, Education, ERIC), Linguistics & Language Behavior Abstracts, PsycINFO, and PubMed. Data describing article, participant, methodological, and intervention variables were extracted from studies. The methodological quality of studies was examined using the Council for Exceptional Children's ( 2014 ) standards for evidence-based practice in special education. Results A total of 144 studies were reviewed, describing over 9,370 learners aged 1.8–22.0 years. Two studies investigated DMLs, 76 investigated DHH learners, and 67 investigated hearing bilingual learners. A total of 146 different interventions were examined. Most studies reported positive effects. Only 17 studies met all quality indicators specified by the Council for Exceptional Children ( 2014 ): 7 examined DHH learners, and 10 examined hearing bilingual learners. There was insufficient evidence for any intervention to be considered an evidence-based intervention, although 6 could potentially contribute to evidence-based practice. Conclusions No evidence-based interventions for DMLs were identified. A small number of interventions examined in high-quality studies of DHH and hearing bilingual learners were identified, which may be appropriate for use with DMLs following further investigation. Supplemental Material https://doi.org/10.23641/asha.9108386

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Structured Instruction With Modified Storybooks to Teach Morphosyntax and Vocabulary to Preschoolers Who are Deaf/Hard of Hearing

Cited by 10 publications

References 31 publications

Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children

Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children

Teaching language components to deaf/hard-of-hearing and cochlear implant users: a literature review

Evidence-Based Interventions for Learners Who Are Deaf and/or Multilingual: A Systematic Quality Review

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