Werfel Krystal L
University of South Carolina, Columbia.
Lang Speech Hear Serv Sch. 2017 Oct 5;48(4):249-259. doi: 10.1044/2017_LSHSS-17-0023.
The purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period.
Participants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups.
Main effects of time were observed for all variables except phonological recoding. Main effects of group were observed for vocabulary, morphosyntax, phonological memory, and concepts of print. Interaction effects were observed for phonological awareness and concepts of print.
Children with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.
本研究的目的是比较有听力损失和无听力损失的学龄前儿童在6个月期间的早期读写能力变化。
参与者包括19名有听力损失的儿童和14名听力正常的儿童。有听力损失的儿童使用助听器并进行口语交流。参与者在6个月的间隔内两次完成口语、语音处理和印刷知识的测量。采用一系列重复测量方差分析来比较各组之间的变化。
除语音编码外，所有变量均观察到时间的主效应。在词汇、形态句法、语音记忆和印刷概念方面观察到组的主效应。在语音意识和印刷概念方面观察到交互效应。
在口语、语音记忆和印刷概念知识测量方面，有听力损失的儿童比听力正常的儿童表现更差。存在两种交互效应。在语音意识和印刷概念方面，有听力损失的儿童比听力正常的儿童表现出的积极变化更少。虽然有听力损失的儿童在早期读写能力方面总体上呈现出积极的增长，但他们的初始表现低于听力正常的儿童，且随着时间的推移变化率不足以赶上同龄人。
