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An Analysis Of Mental State Verbs In Children With Hearing Loss, Morgan Vachio
An Analysis Of Mental State Verbs In Children With Hearing Loss, Morgan Vachio
Theses and Dissertations
Mental state verbs (MSV) require unique cognitive and linguistic knowledge compared to lower level function words (Shatz et al., 1983). These cognitive and linguistic demands are thought to be difficult for children with hearing loss (CHL) due to deficits in word learning (Werfel, 2017; Lund, 2016), limited depth of vocabulary knowledge (Walker et al., 2018) and deficits in complex syntax (Werfel et al., 2021). The present study recruited 73 preschool children (23 CHLCI, 22 CHL-HA and 28 CNH) to participate. Our analysis examined the frequency, lexical diversity and use of MSV within required complex syntax structures.
Complex Syntax Acquisition In Children With Hearing Loss, Marissa Castaldo
Complex Syntax Acquisition In Children With Hearing Loss, Marissa Castaldo
Theses and Dissertations
Purpose: The purpose of this language sample analysis was to describe complex syntax development in children with hearing loss over the preschool years. The current study addresses the following relevant research questions: Do children with hearing loss have increased performance over preschool years on broad measures of complex syntax? and What are the developmental trajectories on complex syntax in children with hearing loss?
Methods: 9 children with hearing loss participated in a 12-minute language sample following the Hadley Protocol (1998). Each child was tested at age 4 and then again in 6-month intervals until they turned 6. These children with …
Exploration Of Early Spelling In Children With Hearing Loss, Carson Aho
Exploration Of Early Spelling In Children With Hearing Loss, Carson Aho
Theses and Dissertations
Purpose: The purpose of this study was to determine differences in spelling errors between children with normal hearing and children with hearing loss in kindergarten.
Method: Participants included 21 children with normal hearing and 23 children with hearing loss. All children used spoken English as their primary language. The children with hearing loss all utilized a hearing amplification device. Participants completed three single-word spelling assessments, a language assessment, and an oral reading assessment. An independent samples t-test was used to determine if the groups had differences in the number of spelling errors and whether a difference was observed within the …