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Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language./
Author:	Arora, Sonia Bala.
Description:	1 online resource (124 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355891416

Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language.
Arora, Sonia Bala.

Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language. - 1 online resource (124 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2018.

Includes bibliographical references

This study sought to examine the relationships between the adult language input, as measured by quantity and quality, and the child's language production in regards to quantity and quality, as well as their knowledge of basic concepts and vocabulary. LENA technology was used to audio-record the language environments of 26 preschool children with hearing loss over two days (weekday and weekend). This technology recorded up to 16 hours and analyzed the quantitative data associated with the adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC). Furthermore, one-hour meal times (30 minutes for the weekday/snack time and 30 minutes for the weekend/dinner time) was transcribed and coded for quality components of language defined as lexical diversity, syntactical complexity and clausal complexity. Additionally, the children were assessed on their knowledge of basic concepts through the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355891416Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language.
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245 1 0 $a Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Ye Wang.
502 $a Thesis (Ph.D.)--Columbia University, 2018.
504 $a Includes bibliographical references
520 $a This study sought to examine the relationships between the adult language input, as measured by quantity and quality, and the child's language production in regards to quantity and quality, as well as their knowledge of basic concepts and vocabulary. LENA technology was used to audio-record the language environments of 26 preschool children with hearing loss over two days (weekday and weekend). This technology recorded up to 16 hours and analyzed the quantitative data associated with the adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC). Furthermore, one-hour meal times (30 minutes for the weekday/snack time and 30 minutes for the weekend/dinner time) was transcribed and coded for quality components of language defined as lexical diversity, syntactical complexity and clausal complexity. Additionally, the children were assessed on their knowledge of basic concepts through the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4).
520 $a Results indicated that there was a relationship between the adult language input and the child language production, but only in regards to quantity of language. More specifically, the CTC during each day was related to the CVC for each day; in other words, the more interactions adults and children had during the day, the more likely the child vocalized. Interestingly, the statistical analysis revealed that quality of adult language input was not significantly related to the child language variables. However, significant differences between the teachers and caregivers were reported in regards to the quality of adult language input. These results suggest that the language input provided by adults in different environments (school versus home) is considerably different and warrants further investigation as how the potential influence on language outcomes of children with hearing loss.
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