Jump to ContentJump to Main Navigation
Evidence-Based Practices in Deaf Education$
Users without a subscription are not able to see the full content.

Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 03 December 2021

Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children

Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children

Fostering Classroom Environments for Mainstreamed Children

Chapter:
(p.129) 6 Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children
Source:
Evidence-Based Practices in Deaf Education
Author(s):

Birgitta Sahlén

Kristina Hansson

Viveka Lyberg-Åhlander

Jonas Brännström

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190880545.003.0006

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.

Keywords:   spoken language development, language impairment, listening comprehension, classroom, evidence-based techniques

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .