Examining Language Environments of Children With Hearing Loss: Quantity or Diversity?

• In Event: 25.074 - Deaf and Hard of Hearing Research Paper Session

Abstract

This study examined the relationships between adult language input and the child’s language production in regard to quantity and diversity, as well as their knowledge of basic concepts and vocabulary. LENA technology captured the language environments of 26 preschool children with hearing loss. The language samples were analyzed for the quantity (AWC, CVC, CTC) and diversity of language (lexical diversity, syntactical complexity, clausal complexity). Results indicated a relationship between the quantity of adult language input and the quantity of child language production. Interestingly, the statistical analysis revealed that diversity of adult language input was not significantly related to the child language variables. However, significant differences between teachers and caregivers were reported in regard to the diversity of language input.

Authors

• Sonia Arora, Missouri State University

• Elaine Smolen, Teachers College, Columbia University

• Ye Wang, Teachers College, Columbia University

• Maria C. Hartman, Teachers College, Columbia University

• Amanda Howerton-Fox, Iona College

• Ronda Rufsvold, Teachers College, Columbia University