Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers With Hearing Loss

Bobzien, Jonna; Richels, Corrin; Schwartz, Kathryn; Raver, Sharon A.; Hester, Peggy; Morin, Lisa L.

doi:10.1097/iyc.0000000000000039

Cited by 16 publications

(9 citation statements)

References 2 publications

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“…Many intervention strategies have been promoted as ways to teach vocabulary to children with hearing loss, particularly preschool-age children. These strategies range from increased repetition of target words to providing children with increased environmental exposure to words (Bobzien et al, 2015; Lund, Douglas, & Schuele, 2015; Sacks et al 2013). However, few studies have evaluated the effectiveness of inter-vention strategies.…”

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confidence: 99%

Teaching Vocabulary to Preschool Children With Hearing Loss

Lund

Douglas

2016

Exceptional Children

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Despite poor vocabulary outcomes for children with hearing loss, few studies have evaluated the effectiveness of specific vocabulary teaching methods on vocabulary learning for this group. The authors compared three vocabulary instruction conditions with preschool children with hearing loss: (a) explicit, direct instruction; (b) follow-in labeling; and (c) incidental exposure using an adapted alternating-treatments single-subject experimental design. Nine preschool children with hearing loss participated in the study across 6 weeks, with intervention implemented by 4 teachers of the deaf. Visual analysis of the results of the data indicated that participants learned the most words in the explicit, direct instruction condition and the fewest words in the incidental exposure condition. These results are not consistent with some recommendations currently made to educators. The authors discuss implications for practice, including emphasis on direct instruction.

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Teaching Vocabulary to Preschool Children With Hearing Loss

Lund

Douglas

2016

Exceptional Children

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“…Among the conditions characterized as explicit teaching, books have often been adopted as visual stimuli (textual and figurative). In these, the researchers directly taught the relation between the spoken word and printed words and figures that composed the books and tested participants in intraverbal tasks such as word definition or the report about the story read (Messier & Wood, 2015;Lederberg et al, 2014;Justice, Swanson, & Buehler, 2008;Bobzien et al, 2015). In Figure 3, the instruments used in each study are located in the vertical column on the left; and, in the lower horizontal line, the numbers correspond to the publications according to the publication dates shown on Table 1.…”

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confidence: 99%

Ensino de Repertórios Expressivos a Crianças Usuárias de Implante Coclear: uma Revisão de Literatura

Cravo

Almeida-Verdu

Silva

et al. 2018

Rev. bras. educ. espec.

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RESUMO: Os objetivos desta pesquisa foram (a) verificar a quantidade de produções científicas que descrevessem procedimentos de ensino de repertório expressivo, de acordo com as categorias verbais de Skinner (1957), a crianças com implante coclear; (b) caracterizar seus métodos, considerando participantes, estímulos, materiais e delineamentos utilizados; (c) identificar variável independente manipulada e variável dependente mensurada. A metodologia seguiu o modelo PRISMA para revisões de literatura e meta-análises. A busca foi feita na Web of Science com os descritores e marcadores boleados: "Cochlear Implant", [and] "Children" [and] "Language", [and] "Teaching". Foram encontrados 39 artigos e, após aplicação dos critérios de exclusão, obteve-se 12 artigos para análise. Dentre estes, oito descreveram metodologias de ensino de repertório expressivo. Os dados apontaram uma concentração de publicações internacionais entre os anos de 2012 e 2015. O operante intraverbal tem sido o maior alvo das intervenções encontradas, seguido por tato e textual. Mais de 50% dos estudos fizeram uso de delineamentos experimentais de sujeito único, corroborando com as indicações sobre a importância desse tipo de delineamento para a pesquisa em saúde e educação. Publicações nacionais não foram encontradas, embora haja uma forte linha de pesquisa no país. Para contornar tal situação, sugere-se a inserção intencional das pesquisas que se tem ciência ao conjunto de pesquisas encontradas por meio de revisões sistemáticas. Sintetizar as publicações que apresentam metodologias de ensino a essa população pode favorecer os profissionais de Educação Especial na elaboração de suas intervenções e currículos.

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“…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%

“…These studies adopted group interventions focusing on musical stimuli detection and discrimination. Besides, among other materials used there were book reading, described in three publications 16,19,25 , in which different repertoires were targeted. In these studies, the books had the function to contextualize the words dictated by the teacher/researcher, without a specific teaching purpose.…”

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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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Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers With Hearing Loss

Cited by 16 publications

References 2 publications

Teaching Vocabulary to Preschool Children With Hearing Loss

Teaching Vocabulary to Preschool Children With Hearing Loss

Ensino de Repertórios Expressivos a Crianças Usuárias de Implante Coclear: uma Revisão de Literatura

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

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