Story retelling patterns among children with and without hearing loss: effects of repeated practice and parent-child attunement.
In two analyses, transcripts from 21 children (ages 3-6) reading and retelling stories with a parent over a six-week period were studied. Ten children with moderate-to-profound hearing loss used assistive technology and the Auditory-Verbal approach for language learning; 11 had typical hearing. In A...
| Publicado en: | Volta Review Vol. 106; no. 2; pp. 147 - 171 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
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Alexander Graham Bell Association for the Deaf
Fall2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106299167&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106299167 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00428639 VLT jtl: Volta Review issn: 00428639 maglogo: N pubinfo: dt: Fall2006 vid: 106 iid: 2 pid: 954 pub: Alexander Graham Bell Association for the Deaf place: Washington, District of Columbia artinfo: ui: 106299167 106299167 2009524525 106299167 ppf: 147 ppct: 24 formats: fmt: @attributes: type: P tig: atl: Story retelling patterns among children with and without hearing loss: effects of repeated practice and parent-child attunement. aug: au: Robertson L Dow GA Hainzinger SL affil: Chair and Associate Professor of Education, Denison University, Granville, OH sug: subj: Hearing Disorders In Infancy and Childhood Parent-Child Relations Storytelling In Infancy and Childhood Analysis of Covariance Assistive Listening Systems Attention Books Case Control Studies Child Child, Preschool Cochlear Implant Comparative Studies Correlational Studies Descriptive Statistics Female Hearing Aids Language Tests Literacy Male Ohio Pearson's Correlation Coefficient Post Hoc Analysis Repeated Measures T-Tests Human Child: 6-12 years Child, Preschool: 2-5 years Female Male ab: In two analyses, transcripts from 21 children (ages 3-6) reading and retelling stories with a parent over a six-week period were studied. Ten children with moderate-to-profound hearing loss used assistive technology and the Auditory-Verbal approach for language learning; 11 had typical hearing. In Analysis 1, no significant difference between groups was found in the recall of words and phrases from the text, suggesting that children with hearing loss can benefit from shared reading experiences in ways similar to children with typical hearing. Analysis 2 showed that the factors correlating with word recall differed: for children without hearing loss, joint attention was related to remembering; for children with hearing loss, explicit parental scaffolding techniques correlated with memory for the text, suggesting that the involvement of parents of children with hearing loss may need to be more directed to the children's listening needs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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