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Dual language versus English-only support for bilingual children with hearing loss who use cochlear implants and hearing aids.
Bunta, Ferenc; Douglas, Michael; Dickson, Hanna; Cantu, Amy; Wickesberg, Jennifer; Gifford, René H.
Afiliação
  • Bunta F; The University of Houston, Department of Communication Sciences and Disorders, Houston, TX, USA.
  • Douglas M; Vanderbilt University, Department of Hearing and Speech Sciences, Nashville, TN, USA.
  • Dickson H; The Center for Hearing and Speech, Houston, TX, USA.
  • Cantu A; The Center for Hearing and Speech, Houston, TX, USA.
  • Wickesberg J; The Center for Hearing and Speech, Houston, TX, USA.
  • Gifford RH; Vanderbilt University, Department of Hearing and Speech Sciences, Nashville, TN, USA.
Int J Lang Commun Disord ; 51(4): 460-72, 2016 07.
Article em En | MEDLINE | ID: mdl-27017913
ABSTRACT

BACKGROUND:

There is a critical need to understand better speech and language development in bilingual children learning two spoken languages who use cochlear implants (CIs) and hearing aids (HAs). The paucity of knowledge in this area poses a significant barrier to providing maximal communicative outcomes to a growing number of children who have a hearing loss (HL) and are learning multiple spoken languages. In fact, the number of bilingual individuals receiving CIs and HAs is rapidly increasing, and Hispanic children display a higher prevalence of HL than the general population of the United States. In order to serve better bilingual children with CIs and HAs, appropriate and effective therapy approaches need to be designed and tested, based on research findings.

AIMS:

This study investigated the effects of supporting both the home language (Spanish) and the language of the majority culture (English) on language outcomes in bilingual children with HL who use CIs and HAs as compared to their bilingual peers who receive English-only support. METHODS & PROCEDURES Retrospective analyses of language measures were completed for two groups of Spanish- and English-speaking bilingual children with HL who use CIs and HAs matched on a range of demographic and socio-economic variables those with dual-language support versus their peers with English-only support. Dependent variables included scores from the English version of the Preschool Language Scales, 4th Edition. OUTCOMES &

RESULTS:

Bilingual children who received dual-language support outperformed their peers who received English-only support at statistically significant levels as measured by Total Language and Expressive Communication as raw and language age scores. No statistically significant group differences were found on Auditory Comprehension scores. CONCLUSIONS & IMPLICATIONS In addition to providing support in English, encouraging home language use and providing treatment support in the first language may help rather than hinder development of both English and the home language in bilingual children with HL who use CIs and HAs. In fact, dual-language support may yield better overall and expressive English language outcomes than English-only support for this population.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Implantes Cocleares / Surdez / Auxiliares de Audição / Desenvolvimento da Linguagem Tipo de estudo: Observational_studies / Risk_factors_studies Limite: Child / Humans Idioma: En Ano de publicação: 2016 Tipo de documento: Article

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Implantes Cocleares / Surdez / Auxiliares de Audição / Desenvolvimento da Linguagem Tipo de estudo: Observational_studies / Risk_factors_studies Limite: Child / Humans Idioma: En Ano de publicação: 2016 Tipo de documento: Article