植入人工耳蜗幼儿的家庭识字训练

IF 0.7 4区 医学 Q4 REHABILITATION Communication Disorders Quarterly Pub Date : 2023-07-30 DOI:10.1177/15257401231185878
Erin E. Campbell, Deborah Bervinchak, Jean Desjardin, Kristin M. Ceh, K. Lehnert, Deborah Grammer, H. Francis
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引用次数: 0

摘要

本研究调查了植入耳蜗的幼儿的家庭阅读实践、共享图书阅读(SBR)行为和儿童识字结果之间的关系。父母(N=18)完成了一份家庭阅读问卷,并记录了自己在家与孩子一起读书的情况。共享图书阅读会话被编码为互动阅读行为。还对儿童的早期语言技能和识字技能进行了评估。我们探讨了这些行为在人口统计学特征和书籍类型方面的可变性;这些探索性分析表明,父母在阅读无言图画书时使用了更多的识字教学技巧,并且父母的互动、参与和识字教学技巧在年幼儿童中比在年长儿童中更频繁。虽然许多家庭经常使用互动阅读行为,但我们的分析没有发现父母的行为与孩子的识字得分之间存在显著关系。然而,阅读量和耳蜗植入体验之间存在相互作用,因此只有接受更多阅读时间的儿童群体,更多的耳蜗植入体验与更好的阅读结果相关。在一个接受人工耳蜗植入的幼儿样本中,阅读时间、人工耳蜗植入体验和儿童语言技能比父母单独的SBR行为频率更能预测阅读结果。
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Home Literacy Practices for Young Children With Cochlear Implants
This study investigated relationships among home reading practices, shared book reading (SBR) behaviors, and child literacy outcomes in young children with cochlear implants. Parents ( N=18) completed a home reading questionnaire and recorded themselves reading books with their children at home. Shared book reading sessions were coded for interactive reading behaviors. Children’s early language skills and literacy skills were also assessed. We explored variability in these behaviors with regard to demographic characteristics and type of book; these exploratory analyses revealed that parents used more literacy teaching techniques when reading the wordless picture book and that parent interaction and engagement and literacy teaching techniques were more frequent with younger children than with older children. While many families frequently used interactive reading behaviors, our analysis did not find significant relationships between the parent behaviors and children’s literacy scores. However, there was an interaction between the amount of reading and cochlear implant experience such that more cochlear implant experience was associated with better reading outcomes only for the group of children who received more reading time. In a sample of young children with cochlear implants, reading time, cochlear implant experience, and child language skills were better predictors of reading outcomes than parents’ frequency of SBR behaviors alone.
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
27
期刊介绍: Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.
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