Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness
AuthorSarant, JZ; Holt, CM; Dowell, RC; Rickards, FW; Blamey, PJ
Source TitleThe Journal of Deaf Studies and Deaf Education
PublisherOXFORD UNIV PRESS
University of Melbourne Author/sSarant, Julia; Holt, Colleen; Dowell, Richard; Rickards, Field; Blamey, Peter
AffiliationAudiology and Speech Pathology
Document TypeJournal Article
CitationsSarant, J. Z., Holt, C. M., Dowell, R. C., Rickards, F. W. & Blamey, P. J. (2009). Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, 14 (2), pp.205-217. https://doi.org/10.1093/deafed/enn034.
Access StatusThis item is currently not available from this repository
ARC Grant codeARC/LP0347418
This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children.
KeywordsSpecialist Studies in Education
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