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Individual Differences in Word Recognition (McMurray et al., 2014) ...
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Individual Differences in Word Recognition (McMurray et al., 2014) ...
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Procedural and Declarative Memory Brain Systems in Developmental Language Disorder (DLD)
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In: Brain Lang (2020)
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A Real-time Mechanism Underlying Lexical Deficits in Developmental Language Disorder: Between-Word Inhibition
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In: Cognition (2019)
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Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing
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Alveolar and Postalveolar Voiceless Fricative and Affricate Productions of Spanish–English Bilingual Children With Cochlear Implants
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Common Genetic Variants In Foxp2 Are Not Associated With Individual Differences In Language Development ...
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An Introduction to the Outcomes of Children with Hearing Loss Study
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Abstract:
The landscape of service provision for young children with hearing loss has shifted in recent years as a result of newborn hearing screening and the early provision of interventions, including hearing technologies. It is expected that early service provision will minimize or prevent linguistic delays that typically accompany untreated permanent childhood hearing loss. The post-newborn hearing screening era has seen a resurgence of interest in empirically examining the outcomes of children with hearing loss to determine if service innovations have resulted in expected improvements in children’s functioning. The Outcomes of Children with Hearing Loss (OCHL) project was among these recent research efforts, and this introductory article provides background in the form of literature review and theoretical discussion to support the goals of the study. The OCHL project was designed to examine the language and auditory outcomes of infants and preschool-aged children with permanent, bilateral, mild-to-severe hearing loss and to identify factors that moderate the relationship between hearing loss and longitudinal outcomes. We propose that children who are hard of hearing experience limitations in access to linguistic input, which lead to a decrease in uptake of language exposure and an overall reduction in linguistic experience. We explore this hypothesis in relation to three primary factors that are proposed to influence children’s access to linguistic input: aided audibility, duration and consistency of hearing aid (HA) use, and characteristics of caregiver input.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4704131/ https://doi.org/10.1097/AUD.0000000000000210 http://www.ncbi.nlm.nih.gov/pubmed/26731159
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Characterization of the DYX2 locus on chromosome 6p22 with reading disability, language impairment, and IQ
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Longitudinal Speech Perception and Language Performance in Pediatric Cochlear Implant Users: the Effect of Age at Implantation
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Impaired statistical learning of non-adjacent dependencies in adolescents with specific language impairment
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The Influence of Hearing Aids on the Speech and Language Development of Children With Hearing Loss
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Acquisition of Tense Marking in English-Speaking Children with Cochlear Implants: A Longitudinal Study
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Acquisition of Tense Marking in English-Speaking Children with Cochlear Implants: A Longitudinal Study
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Associations of Prenatal Nicotine Exposure and the Dopamine Related Genes ANKK1 and DRD2 to Verbal Language
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Acquisition of Tense Marking in English-Speaking Children with Cochlear Implants: A Longitudinal Study
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The process of spoken word recognition in the face of signal degradation
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