東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Impact of Language Input on Deaf...

Rufsvold, Ronda.

FindBook

Google Book

Amazon

博客來

The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language./
作者:	Rufsvold, Ronda.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	116 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10793379
ISBN:	9780355862263

The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language.
Rufsvold, Ronda.

The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 116 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2018.

The purpose of the study was to investigate the influence of the quantity of adult language input on their deaf and hard-of-hearing preschool children and to explore the effects, if any, on the child's quantity of language, vocabulary development, and basic concept understanding. Using audio recording and the Language ENvironment Analysis (LENA) software, the study involved 30 preschool children with hearing loss who used spoken language as their communication modality and 7 children with normal hearing. Their language and the language spoken to them in all waking-hours of a two-day period (16 hours per day) were recorded and analyzed quantitatively as adult word counts (AWC), child vocalizations (CVC), and conversational turns (CTC). These components were compared to the child's performance on the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4) to investigate if the quantity of language input had an effect on the child's usage of vocabulary and basic concepts. Correlations were found between the amount of adult words, child vocalizations, and conversational turns across weekends and weekdays, but not on BTBC-3 or PPVT-4 scores. Interestingly, there were no significant differences between adult word counts and child vocalizations as a function of the child's hearing loss, indicating parents of deaf or hard-of-hearing children are using as many words with their children as parents of children with normal hearing. Additionally, scores on the BTBC-3 and PPVT-4 were correlated with each other, but there wasn't a statistically significant difference between the mean scores for children with normal hearing and the children with hearing loss, indicating both groups scored similarly on the assessment. Results from this study suggest the language used around children impacts their language use and the amount of interactions they have in their environment. This is significant because it identifies the influence of the quantity of adult language input on the child's language development.

ISBN: 9780355862263Subjects--Topical Terms:

516693
Special education.

The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language.
LDR:03049nmm a2200313 4500 001 2200363
005 20190215110917.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780355862263
035 $a (MiAaPQ)AAI10793379
035 $a (MiAaPQ)columbia:14596
035 $a AAI10793379
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rufsvold, Ronda. $3 3427110
245 1 4 $a The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Ye Wang.
502 $a Thesis (Ph.D.)--Columbia University, 2018.
520 $a The purpose of the study was to investigate the influence of the quantity of adult language input on their deaf and hard-of-hearing preschool children and to explore the effects, if any, on the child's quantity of language, vocabulary development, and basic concept understanding. Using audio recording and the Language ENvironment Analysis (LENA) software, the study involved 30 preschool children with hearing loss who used spoken language as their communication modality and 7 children with normal hearing. Their language and the language spoken to them in all waking-hours of a two-day period (16 hours per day) were recorded and analyzed quantitatively as adult word counts (AWC), child vocalizations (CVC), and conversational turns (CTC). These components were compared to the child's performance on the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4) to investigate if the quantity of language input had an effect on the child's usage of vocabulary and basic concepts. Correlations were found between the amount of adult words, child vocalizations, and conversational turns across weekends and weekdays, but not on BTBC-3 or PPVT-4 scores. Interestingly, there were no significant differences between adult word counts and child vocalizations as a function of the child's hearing loss, indicating parents of deaf or hard-of-hearing children are using as many words with their children as parents of children with normal hearing. Additionally, scores on the BTBC-3 and PPVT-4 were correlated with each other, but there wasn't a statistically significant difference between the mean scores for children with normal hearing and the children with hearing loss, indicating both groups scored similarly on the assessment. Results from this study suggest the language used around children impacts their language use and the amount of interactions they have in their environment. This is significant because it identifies the influence of the quantity of adult language input on the child's language development.
590 $a School code: 0054.
650 4 $a Special education. $3 516693
650 4 $a Early childhood education. $3 518817
650 4 $a Disability studies. $3 543687
690 $a 0529
690 $a 0518
690 $a 0201
710 2 $a Columbia University. $b TC: Physical Disabilities. $3 1678355
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 0054
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10793379