Date of Award
5-2013
Degree Type
Thesis
Degree Name
Master of Science (MS)
First Advisor
Dr. Kristina M. Blaiser
Abstract
Historically, children with hearing loss have struggled to attain levels of literacy commensurate with typical hearing peers (Marschark, 2007), however, due to the use of advanced hearing technology (i.e., hearing aids and cochlear implants), children with hearing loss have demonstrated improved literacy outcomes (Johnson & Goswami, 2010). Standardized literacy, language, cognitive assessments and speech perception measures were administered to 11 preschool-age children using either hearing aids or cochlear implants. Descriptive analysis was provided regarding performance on each assessment. Correlations were made between early literacy and speech, language, and cognitive standardized test scores, speech perception measures, and hearing-related factors. Results indicated that preschool children with hearing loss are performing within the average range on early literacy measures. There is also variability among children with hearing loss on their early literacy performance. Auditory and visual cognitive processing is correlated with early literacy skills.
Recommended Citation
Sanders, Nicole, "Literacy Skills of Preschool Children with Hearing Loss" (2013). All Graduate Plan B and other Reports. Paper 222.
http://digitalcommons.usu.edu/gradreports/222
12-19-2012
Copyright for this work is retained by the student.
Comments
This work made publicly available electronically on December 19, 2012.