Interactive Silences: Evidence for Strategies to Facilitate Spoken Language in Children with Hearing Loss.
Interactive silences are important strategies that can be implemented by practitioners and parents of children with hearing loss who are learning a spoken language. Types of adult self-controlled pauses and evidence pertaining to the function of those pauses are discussed, followed by a review of ad...
| Publicado en: | Volta Review Vol. 113; no. 1; pp. 57 - 74 |
|---|---|
| Autor principal: | |
| Formato: | review Journal Article |
| Publicado: |
Alexander Graham Bell Association for the Deaf
Spring2013
|
| 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=108016111&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 108016111 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00428639 VLT jtl: Volta Review issn: 00428639 maglogo: N pubinfo: dt: Spring2013 vid: 113 iid: 1 pid: 954 pub: Alexander Graham Bell Association for the Deaf place: Washington, District of Columbia artinfo: ui: 108016111 87608720 10.17955/tvr.113.1.727 108016111 ppf: 57 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Interactive Silences: Evidence for Strategies to Facilitate Spoken Language in Children with Hearing Loss. aug: au: Rhoades, Ellen A. sug: subj: Language Development In Infancy and Childhood Hearing Disorders Professional-Client Relations Professional Practice, Evidence-Based Listening Child Child: 6-12 years ab: Interactive silences are important strategies that can be implemented by practitioners and parents of children with hearing loss who are learning a spoken language. Types of adult self-controlled pauses and evidence pertaining to the function of those pauses are discussed, followed by a review of advantages to justify implementation of these turn-taking strategies. Practitioners may benefit from self- analyses to ensure that interactive silences facilitate the process of learning a spoken language in clinical and classroom settings. A call for further evidence is made to determine lengths of deliberate pauses that may be particularly advantageous for young children with hearing loss. This is directly relevant to the optimization of auditory-verbal practice. Suggestions for future study into this topic are also provided. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|