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Dissertation/Thesis Abstract

Language Environments for Young Children with Hearing Loss: Teachers' Use of Linguistic Input Strategies that Support Vocabulary Development
by Kan, Dana Lynn, Ph.D., Vanderbilt University, 2017, 90; 10753397
Abstract (Summary)

The association between early language performance and later language and literacy outcomes warrants investigation of strategies teachers can use to maximize children’s oral language development during early childhood. Despite a consensus that a language-rich environment is desirable for CHL, there is a limited body of research investigating teachers’ use of linguistic input strategies associated with vocabulary development in this population. This study aimed to describe the use of three evidence-based practices derived from the literature examining vocabulary learning in children without hearing loss by lead teachers for preschoolers who were enrolled in an early childhood program for CHL. These strategies included: a) use of instructional vocabulary during free play, b) extending discourse through conversational turns, and, c) reading aloud. (Abstract shortened by ProQuest.)

Indexing (document details)
Advisor: Camarata, Stephen M.
Commitee: Ashmead, Daniel H., Dickinson, David K., Tharpe, Anne Marie
School: Vanderbilt University
Department: Hearing and Speech Sciences
School Location: United States -- Tennessee
Source: DAI-A 79/05(E), Dissertation Abstracts International
Subjects: Speech therapy, Early childhood education, Special education
Keywords: Cochlear implants, Conversational turns, Deaf, Free play, Preschool, Reading aloud
Publication Number: 10753397
ISBN: 978-0-355-55580-6
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