The purpose of this quantitative descriptive study was to measure components of the “language richness” of a particular auditory-verbal preschool classroom for deaf and hard of hearing students. These components included how many adult words (AWC) were spoken near each participating student, how many conversational turns (CT) each participating student took with an adult, and how many vocalizations (CV) each participating student made. These were measured by using a Language Environment Analysis (LENA) recording device that was worn by each participating student. This data from the LENA was compared with students’ activities throughout the day to see which produced the most language students used and received from adults. The study included four preschoolers with hearing loss who attended this preschool classroom and was conducted over the course of three full school days. This classroom was part of a school that exclusively used the auditory-verbal method of communication and co-enrolled students with hearing loss and typically hearing students in the same classrooms. The results from the LENA recordings showed that the most “language rich” period of the day was when participates were pulled out of the their classroom to work one-on-one with school specialists. While these findings offer a glimpse into some components of the “language richness” of this auditory-verbal classroom, there is a need for future research to expand upon the current study in order to learn how to better improve language availability and opportunities for students in these settings.
|Commitee:||Beste-Guldborg, Ann, Swartwout, Nicole|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 81/7(E), Masters Abstracts International|
|Subjects:||Special education, Language arts, Disability studies, Early childhood education|
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