听障儿童的口语和读写能力的位置效应。
Location Effects on Spoken Language and Literacy for Children who are DHH.
机构信息
Davies School of Communication Sciences and Disorders, Texas Christian University, Fort Worth, TX, USA.
Department of Communication Sciences and Disorders, University of South Carolina, Columbia, SC, USA.
出版信息
J Deaf Stud Deaf Educ. 2021 Dec 16;27(1):48-61. doi: 10.1093/deafed/enab030.
The purpose of this study was to consider how living in an area that qualifies for a rural health grant interacts with a child's hearing status to affect early language and literacy development. Four-year-old children with hearing aids (n = 45), cochlear implants (n = 47), and with typical hearing (n = 66) completed measures of spoken language knowledge and of emergent literacy skills as part of a larger longitudinal investigation. A significant interaction effect between location (rural or urban/suburban) and amplification group was detected for letter knowledge: children with hearing aids exhibit a performance that is particularly affected by rural location. Overall, children with cochlear implants performed lower across all measures than children with typical hearing, and children with hearing aids performed lower than children with typical hearing on measures of phonological awareness, vocabulary, omnibus language knowledge and articulation.
本研究旨在探讨生活在符合农村卫生补助条件的地区如何与儿童的听力状况相互作用，从而影响其早期语言和读写能力的发展。作为一项更大的纵向研究的一部分，我们对 4 岁佩戴助听器（n=45）、人工耳蜗（n=47）和听力正常（n=66）的儿童进行了口语语言知识和早期读写技能的测试。在位置（农村或城市/郊区）和放大组之间检测到了一个显著的交互作用：助听器儿童的字母知识受到农村位置的特别影响。总的来说，与听力正常的儿童相比，植入人工耳蜗的儿童在所有测试中的表现都较低，而佩戴助听器的儿童在语音意识、词汇、综合语言知识和发音等方面的表现也低于听力正常的儿童。
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