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.)
|Advisor:||Camarata, Stephen M.|
|Commitee:||Ashmead, Daniel H., Dickinson, David K., Tharpe, Anne Marie|
|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|
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