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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

机译：使用听力和口语的学龄前失聪儿童的语言输入质量，数量及其与语言结果的关系

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摘要

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).;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.
机译：这项研究试图检查按数量和质量衡量的成人语言输入与就数量和质量以及其基本概念和词汇知识而言儿童的语言产生之间的关系。 LENA技术被用来录音记录26名学龄前儿童在两天内（工作日和周末）的语言环境。这项技术最多可以记录16个小时，并分析了与成人单词计数（AWC），会话回合计数（CTC）和儿童发声计数（CVC）相关的定量数据。此外，一小时的进餐时间（工作日/零食时间为30分钟，周末/晚餐时间为30分钟）被转录和编码，以定义为词汇多样性，句法复杂性和从句复杂性的语言质量成分。此外，还通过Boehm基本概念测试（BTBC-3）和Peabody图片词汇测试（PPVT-4）对孩子的基本概念知识进行了评估；结果表明，成人语言输入与儿童语言的产生，但仅在语言数量方面。更具体地说，每天的CTC与每天的CVC相关；换句话说，成年人和孩子在白天的互动越多，孩子发声的可能性就越大。有趣的是，统计分析表明，成人语言输入的质量与儿童语言变量没有显着相关。但是，据报告，在成人语言输入质量方面，教师和护理人员之间存在显着差异。这些结果表明，成年人在不同环境（学校与家庭）中所提供的语言输入存在很大差异，因此有必要进一步调查，因为这可能会对听力损失儿童的语言结果产生潜在影响。

著录项

  • 作者

    Arora, Sonia Bala.;

  • 作者单位

    Columbia University.;

  • 授予单位 Columbia University.;
  • 学科 Special education.;Disability studies.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 124 p.
  • 总页数 124
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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