Children with hearing loss are at risk for vocabulary delays which can subsequently impact their language and literacy outcomes. Although direct vocabulary instruction can be effective, previous research indicates teachers can maximize young childrenâs vocabulary learning by incorporating linguistic input strategies throughout the school day. Linguistic input â the language children are exposed to â is especially effective when it occurs during adult-to-child speech. This exploratory study sampled five teachersâ use of three linguistic input strategies in a preschool for children with hearing loss who use spoken language: 1) instructional vocabulary during free play, 2) conversational turns, and 3) reading aloud. The results indicated teachersâ use of the target linguistic input strategies was highly variable across teachers. Relatively low use of the target strategies could indicate missed opportunities to support childrenâs vocabulary development. However, because all of the teachers provided linguistic support, the results show these strategies can feasibly be delivered in preschools for children with hearing loss.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03172017-121121 |
| Date | 21 March 2017 |
| Creators | Kan, Dana Lynn |
| Contributors | Stephen M. Camarata, Ph.D., Anne Marie Tharpe, Ph.D., Daniel H. Ashmead, Ph.D., David K. Dickinson, Ph.D. |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03172017-121121/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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