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 SRCLD Presentation Details 

  Title  
       
    Assessing Vocabulary Knowledge in Children with Hearing Loss: Considering More Than Breadth  
Author(s)
Jena McDaniel - University of Kansas
Kaitlyn Johnston Minchin - Vanderbilt University Medical Center
Melanie Schuele - Vanderbilt University Medical Center

SRCLD Info
SRCLD Year: 2020
Presentation Type: Poster Presentation
Poster Number: PS2F01
Presentation Time: Fri, Jun 7, 2019 from 3:30p-5:00p
Categories
Abstract View Full Summary
We compare the performance of preschool children with hearing loss on measures of vocabulary breadth (i.e., size), vocabulary depth, and decontextualized use of spoken words. Fifteen preschool children with hearing loss who scored within the average range on measures of receptive and expressive vocabulary breadth (Peabody Picture Vocabulary Test and Expressive Vocabulary Test) and nonverbal cognitive skills completed measures of expressive vocabulary depth (Test of Language Development – Primary Oral Vocabulary subscale and Test of Preschool Early Literacy Definitional Vocabulary subtest) and decontextualized use of spoken words in a language sample (number of different root words and mean length of utterance in words). Pairwise comparisons indicated that participants scored significantly lower on measures of vocabulary depth and decontextualized use than receptive and expressive vocabulary breadth measures. Findings demonstrate that children with hearing loss who scored within the average range on measures of the breadth of receptive and expressive vocabulary remain at risk for difficulties with deep vocabulary knowledge and decontextualized use of spoken words. This project was supported by the US Department of Education (H325K120305; H325D140087) and NICHD (U54HD090216).
Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders