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Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children

Sahlén, Birgitta LU ; Hansson, Kristina LU orcid ; Lyberg Åhlander, Viveka LU and Brännström, Jonas LU (2018) p.1-21
Abstract
Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on... (More)
Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education. (Less)
Please use this url to cite or link to this publication:
author
; ; and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
host publication
Cover Evidence-Based Practices in Deaf Education
editor
Knoors, Harry and Marshark, Marc
pages
1 - 21
publisher
Oxford University Press
ISBN
9780190880545
DOI
10.1093/oso/9780190880545.003.0006
language
English
LU publication?
yes
id
db8ca2ba-ca30-4b12-b53d-fdc8360549e7
date added to LUP
2020-09-30 15:04:59
date last changed
2020-09-30 15:04:59
@inbook{db8ca2ba-ca30-4b12-b53d-fdc8360549e7,
  abstract     = {{Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education.}},
  author       = {{Sahlén, Birgitta and Hansson, Kristina and Lyberg Åhlander, Viveka and Brännström, Jonas}},
  booktitle    = {{Cover Evidence-Based Practices in Deaf Education}},
  editor       = {{Knoors, Harry and Marshark, Marc}},
  isbn         = {{9780190880545}},
  language     = {{eng}},
  pages        = {{1--21}},
  publisher    = {{Oxford University Press}},
  title        = {{Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children}},
  url          = {{http://dx.doi.org/10.1093/oso/9780190880545.003.0006}},
  doi          = {{10.1093/oso/9780190880545.003.0006}},
  year         = {{2018}},
}