Relevant bibliographies by topics / Language development in HI children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language development in HI children'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Language development in HI children"

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Percy-Smith, Lone, Signe Wischmann, Jane Lignel Josvassen, Christina Schiøth, and Per Cayé-Thomasen. "Language Development for the New Generation of Children with Hearing Impairment." Journal of Clinical Medicine 10, no. 11 (2021): 2350. http://dx.doi.org/10.3390/jcm10112350.

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A new generation of children with hearing impairment (HI) has emerged due to the introduction of universal neonatal hearing screening, medical–surgical/technical and educational advances. Aim: Investigation of long-term development of vocabulary and social well-being of children with HI, including children with HI and additional disability. Method and Material: The project design was prospective, longitudinal, and comparative. Level of receptive vocabulary was compared to children with normal hearing, type of hearing technology, gender, additional disability, diagnosis of HI, level of social w
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Mavuso, Seluleko S., Charles B. Silvane, and Mfanasibili Dlamini. "Parents’ Support of the Educational and Language Development of Children with Hearing Impairment (HI) in Eswatini." Journal of Education and Training Studies 13, no. 2 (2025): 9. https://doi.org/10.11114/jets.v13i2.7470.

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Parental involvement in supporting the educational and language development of children with hearing impairment (HI) in most African countries remains unknown. This is despite the acknowledgement of the influence of families on children’s achievement. This study therefore, sought to explore the involvement of parents in supporting the educational and language development of children with HI. A multi-case study research design was used in order to compare and contrast findings from two special schools. Two interview guides which were generated by the authors based on literature review were used
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Sundström, Simon, Ulrika Löfkvist, Björn Lyxell, and Christina Samuelsson. "Phonological and grammatical production in children with developmental language disorder and children with hearing impairment." Child Language Teaching and Therapy 34, no. 3 (2018): 289–302. http://dx.doi.org/10.1177/0265659018805202.

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Children with hearing impairment (HI) are at an increased risk of developing speech and language problems similar to those of children with developmental language disorder (DLD), including difficulties with phonology and grammar. This study investigated similarities and differences in phonological and grammatical production between children with bilateral sensorineural HI ( n = 14) and children with DLD ( n = 30) between 4-6 years of age and age-matched controls with typical language development and normal hearing (TLD) ( n = 29), all with Swedish as their first language. Production of consona
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Muthu, Jenithaa, Krupa Venkatraman, and Latika Ganesh. "Comparative analysis of story-grammar development: a cross-sectional study of Tamil-speaking child cochlear implant users and hearing peers in Tamil Nadu, India." BMJ Open 13, no. 12 (2023): e077145. http://dx.doi.org/10.1136/bmjopen-2023-077145.

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ObjectiveThis cross-sectional comparative study aimed to analyse and compare the story-grammar components in Tamil-speaking children with and without hearing impairment (HI) narratives.DesignThe study used a cross-sectional, comparative design to assess and compare narrative structures.SettingData were collected at the Sri Ramachandra Institute of Higher Education and Research in Chennai, India.Participants30 children participated in the study, including 15 children with severe to profound hearing loss who used cochlear implants and 15 with normal hearing. The participants were language-age-ma
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Orzan, Eva, Saba Battelino, Elena Ciciriello, Serena Bonifacio, Sandra Pellizzoni, and Amanda Saksida. "Reliability of parental assessment of auditory skills in young children: a cross-sectional study in Italian language." BMJ Open 11, no. 6 (2021): e042297. http://dx.doi.org/10.1136/bmjopen-2020-042297.

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ObjectiveHearing impairments (HIs) that progress or have later onset may have specific effects on language and cognitive development, but are difficult to suspect during routine primary care visits. Family concern regarding hearing is thought to represent an important risk factor requiring audiological examination. Yet it is not clear how successful parents are in recognising the consequences or specific suspect elements of HI in young children. The aim of this study is to verify whether parents of at-risk children recognise the presence of HI through a parental questionnaire that draws attent
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Asif Siddiqui, Amina, Verda Nadeem Butt, and Saamia Bilal Khan. "DEVELOPING PROFICIENT LITERACY SKILLS IN CHILDREN WITH BILATERAL PROFOUND SENSORINEURAL HEARING LOSS." Pakistan Journal of Rehabilitation 4, no. 1 (2015): 15–22. http://dx.doi.org/10.36283/pjr.zu.4.1/005.

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Objective By 6 years, typically developing children have adequate reading/ reading comprehension, and writing skills. Per evidence-based research, phonological development is a pre-requisite to literacy skills as shown in the growth of receptive/expressive language modalities. Hypothetically, children develop phonological skills mainly through listening unlike children with congenital hearing impairment (HI), who lacks language and acquisition of phonological skills prior to literacy. This study aims to establish a computer- based program called Articulation, Language and Literacy Program (ALL
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Wolgemuth, Keith S., Alan G. Kamhi, and Rene F. Lee. "Metaphor Performance in Children With Hearing Impairment." Language, Speech, and Hearing Services in Schools 29, no. 4 (1998): 216–31. http://dx.doi.org/10.1044/0161-1461.2904.216.

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Metaphor comprehension and use were evaluated in children with hearing impairment (HI) who performed within normal age limits on norm-referenced measures of language. Participants were 13 children with mild-to-moderate sensorineural hearing loss and 12 children with normal hearing and normal development (10:0 to 15:7 years:months). Three verbal metaphor tasks (comprehension, preference, and completion) and one visual metaphor task, the Metaphor Triads Task (MTT), were administered. No significant group differences were found on any of the tasks. Both groups exhibited the same metaphor competen
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Pallavi, Pooja, and Aarti P. Waknis. "Awareness of typical speech-language development among parents of children with hearing impairment." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 7 (2021): 1136. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20212449.

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<p class="abstract"><strong>Background:</strong> Parents of children with hearing impairment who are aware of normal speech-language development play an effective and active role in the early detection, diagnosis, and habilitation of these children. Hence this study was aimed to explore the level of awareness about normal speech and language milestones in parents of children with hearing impairment.</p><p class="abstract"><strong>Methods:</strong> Questionnaire assessing the parents’ awareness of speech-language development in children from birth to 3
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Visto, Nena M., and Nenita I. Prado. "Auditory-Oral Approach for Speech Production: Education Innovation Enhancing the Communication of the Hearing-Impaired Children." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 3348–61. http://dx.doi.org/10.47772/ijriss.2024.803241s.

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People with disability are often a neglected segment of society worldwide. Effective communication is a concern for educators, especially for hearing-impaired (HI)children. Hearing loss, a main barrier to effective communication leads to speech impairment, learning difficulties, feelings of isolation, multiple social problems, and a lifelong of ineffective productivity. The auditory-oral approach (AO) is an innovative tool aimed to educate the HI in the understanding and usage of spoken language. Speech production is enhanced by stimulating hearing residue which many HI possess. The HI is taug
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Black, Maureen M., Howard Dubowitz, Jacqueline Hutcheson, Julie Berenson-Howard, and Raymond H. Starr. "A Randomized Clinical Trial of Home Intervention for Children With Failure to Thrive." Pediatrics 95, no. 6 (1995): 807–14. http://dx.doi.org/10.1542/peds.95.6.807.

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Objective. To evaluate the efficacy of a home-based intervention on the growth and development of children with nonorganic failure to thrive (NOFTT). Design. Randomized clinical trial. Participants. The NOFTT sample included 130 children (mean age, 12.7 months; SD, 6.4) recruited from urban pediatric primary care clinics serving low income families. All children were younger than 25 months with weight for age below the fifth percentile. Eligibility criteria included gestational age of at least 36 weeks, birth weight appropriate for gestational age, and no significant history of perinatal compl
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Dissertations / Theses on the topic "Language development in HI children"

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Barnhart, Lindsay J. "Development of sign language for young children." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barnhartl.pdf.

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Hick, Rachel Fiona. "Language and memory development in children with Down syndrome and children with specific language impairment." Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488023.

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Wilde, Heather Michelle. "The Variability in Children with Specific Language Impairment Compared to Children with Typical Language Development." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2330.

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The purpose of this study was to determine whether children with specific language impairment (SLI) are more or less variable than children with typically developing language. In addition, the within child variability for children with SLI was analyzed to consider how heterogeneity influenced identification of areas of linguistic strengths and weaknesses in this population. Fifty seven children with SLI, 7:0–11:0, and fifty seven of their peers with typically developing language were assessed using five subtests and a composite language score from the Comprehensive Assessment of Spoken Languag
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Mäkinen, L. (Leena). "Narrative language in typically developing children, children with specific language impairment and children with autism spectrum disorder." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526206981.

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Abstract This study examined Finnish children’s narrative skills using a picture-based story generation task. 4- to 8-year-old children with typical development (n = 172), 5- to 7-year-old children with specific language impairment (SLI) (n = 19) and 5- to 10-year-old children with autism spectrum disorder (ASD) (n = 16) participated in the study. Linguistic (productivity, syntactic complexity, grammatical accuracy) and pragmatic (referential accuracy, event content, mental state expressions, discourse features, and story comprehension) measures were used so as to gain a comprehensive picture
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Jones, Beth Ann. "Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5281.

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Language is the way in which individuals are able to express ideas, feelings, needs, expectations, and form relationships with others in their surrounding environment. A disruption in language development may negatively impact a child's social development. Research shows that children with language delays or disorders tend to have increased social and behavioral difficulties (Cantwell & Baker, 1977; Caulfield, Fischel, DeBaryshe, & Whitehurst, 1989). However, research has not examined temperament differences in young children with language delays or disorders. The question this study sought to
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Bain, Jody L. "Language development in children with attention deficit disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ52751.pdf.

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Kellogg, Loretta Marcia. "Temperament and Language Development in First Grade Children." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5283.

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Many young children develop language over a broad range of ages yet present as having normal language development. When language development lags behind what is considered a normal time line, it is important to consider the various factors that may contribute to the delay in development. The purpose of the current study was to examine various aspects of temperament among three groups of children with varying language histories. The specific question to be answered was, do significant differences occur on parent and clinician questionnaires of temperament among three groups of first grade child
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Fritz, Dana R. "The nature of parent language prompts in early language development /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988660.

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Davies, Sharon M. "Patterns of understanding of prepositions among children showing typical language development and children with specific language impairment." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1446.

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The study examines how semantic features are configured by children diagnosed with Specific Language Impairment (SLI) and by children showing Typical Language Development (TLD) in their understanding of prepositions. Semantic Feature Analysis was used to analyse the research data. The findings reveal patterns of similarities and differences in the way semantic features are configured by the two cohorts. The study has ramifications for the learning outcomes of children with SLI.
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Xiao, Xiaoyun, and 肖晓云. "Development of syntactic skills in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.

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Books on the topic "Language development in HI children"

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Higgins, Louise. Language development. Films for the Humanities & Science, 1995.

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Peter, Jordens, Lalleman Josine A, and Algemene Vereniging voor Taalwetenschap (Netherlands), eds. Language development. Foris Publications, 1988.

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1955-, Reed Michael A., ed. Children & language: Development, impairment & training. Nova Science Publishers, 2009.

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Ryan, Kathleen O., and Mike Poglitsch. Cognitive and language development. Edited by Magna Systems. Magna, 2008.

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William, Yule, and Rutter Michael, eds. Language development and disorders. MacKeith, 1987.

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Harris, John. Early Language Development. Taylor & Francis Group Plc, 2004.

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Reich, Peter A. Language development. Prentice-Hall, 1986.

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1963-, Grayson Andrew, ed. Cognitive and language development in children. Open University, 2004.

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Gombert, Jean Emile. Metalinguistic development. Harvester Wheatsheaf, 1992.

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Anglin, Jeremy M. Vocabulary development: A morphological analysis. Society for Research in Child Development, 1993.

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Book chapters on the topic "Language development in HI children"

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Nemeth, Karen N. "Language Development." In Educating Young Children with Diverse Languages and Cultures. Routledge, 2021. http://dx.doi.org/10.4324/9781003089216-2.

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Müller, Natascha. "Language Development in Simultaneous Bilingual Children." In Language Acquisition. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240780_11.

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Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran, and Campbell Leaper. "Development of Language and Symbol Use." In How Children Develop. Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_6.

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Giorgis, Cyndi. "Promoting Young Children's Language Development." In Literature and Literacy for Young Children, 8th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003367635-5.

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Alcock, Katie, and Nuala Alibhai. "Language Development in Sub-Saharan Africa." In Neuropsychology of Children in Africa. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6834-9_8.

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Gardner, B. T., and R. A. Gardner. "Prelinguistic Development of Children and Chimpanzees." In Language Origin: A Multidisciplinary Approach. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-017-2039-7_14.

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Weiss, Deborah, and Rhea Paul. "Delayed Language Development in Preschool Children." In The Handbook of Language and Speech Disorders. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch8.

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Gathercole, Virginia Mueller. "Language Development in Bilingual Children: Fact, Factoid and Fiction." In Language Policy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75963-0_14.

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Donlan, Chris. "Number without language? Studies of children with specific language impairments." In The Development of Mathematical Skills. Psychology Press, 2021. http://dx.doi.org/10.4324/9781315784755-15.

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Hall, Nigel. "The Development of Young Children as Authors." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_8.

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Conference papers on the topic "Language development in HI children"

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Li, Aijun, Zhiwei Wang, Sichen Zhang, Jun Gao, and Xin Zhou. "The Development of Speech Rhythm in Mandarin-Speaking Children." In 2024 IEEE 14th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2024. https://doi.org/10.1109/iscslp63861.2024.10800015.

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Kováčová Švecová, Zuzana, Lýdia Simanová, and Ružena Čiliaková. "LANGUAGE PROGRAMMES AND TEXTBOOKS SUPPORTING THE DEVELOPMENT OF LANGUAGE SKILLS IN CHILDREN WITH A DIFFERENT MOTHER TONGUE IN SLOVAKIA." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1430.

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Florin emil, Verza, Marilena Bratu, and Vasile Marinela. "USE OF ADAPTED SOFTWARE IN THE THERAPY OF LANGUAGE DISTURBANCES IN THE CASE OF THE INTELLECT DEFICIENT PEOPLE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-043.

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TThe research hereby aims to reveal the specific features of logopedic intervention in terms of using some adapted software applications as well as to highlight a sheer reality of our century: a meaningful combination of the traditional therapeutic methods with hi-tech informatic equipment during the logopedic therapy can remarkably stimulate children into performing a stable activity, which consequently would lead to rewarding therapeutic progress. It is presumed that, in terms of using some software applications adapted to dyslexia and dysgraphia therapy for students with mental disabilities
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Kurniati, Erisa, Muhammad Zaim, Jufrizal Jufrizal, and Jufri Jufri. "Gadget on Children Language Development." In Proceedings of the 2nd EAI Bukittinggi International Conference on Education, BICED 2020, 14 September, 2020, Bukititinggi, West Sumatera, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-9-2020.2305667.

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Sanguino, Mónica. "ORAL LANGUAGE ACQUISITION IN CHILDREN WITH DOWN SYNDROME." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0715.

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Nyenooke, Eno, and Osemwegie Omoruyi. "Development Of An Interactive Language Learning Application For Children." In 2023 2nd International Conference on Multidisciplinary Engineering and Applied Science (ICMEAS). IEEE, 2023. http://dx.doi.org/10.1109/icmeas58693.2023.10379361.

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Oktafianto, Kurnia, Siti Masitoh, and Hendratno Hendratno. "The Effect of Multisensory Method on Children Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.61.

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Widiyaningrum, Novita, Siti Masitoh, and Rachma Hasibuan. "The Influence of Storytelling Method on Children Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.62.

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Zakova, Iva. "ANALYSIS OF THE LEVEL OF LANGUAGE SKILLS OF PRESCHOOL CHILDREN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0287.

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Purbaningrum, Endang, and Khofidotur Rofiah. "The Impact of Language Skills Guidance on Children With Hearing Impairment Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.108.

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Reports on the topic "Language development in HI children"

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Kellogg, Loretta. Temperament and Language Development in First Grade Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7156.

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Belfiore, Kathleen. Intervention History of Children with Slow Expressive Language Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6820.

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Jones, Beth. Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7154.

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Denni-Krichel, Nicole, and Laurence Hameury. Effects of Equine Assisted Interventions on Communication and Language Development for Children on the Autism Spectrum. Peeref, 2022. http://dx.doi.org/10.54985/peeref.2210p6624600.

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McFarland, Lisa. A study of the narrative skills in kindergarten children with normal, impaired, and late developing language development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6294.

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Coloma, Carmen Julia, Claudia Araya, and Camilo Quezada. Development of grammaticality and sentence complexity in monolingual Spanish-speaking children with specific language impairment: An exploratory study. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/sintagma.2019.31.06.

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Meghir, Costas, Orazio P. Attanasio, Natalia Varela, Sally Grantham-McGregor, and Marta Rubio-Codina. The Socio-Economic Gradient of Child Development: Cross-Sectional Evidence from Children 6-42 Months In Bogota. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0011641.

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We study the socio-economic gradient of child development on a representative sample of low- and middle-income children aged 6-42 months in Bogota, using the Bayley Scales of Infant Development, a high quality test based on direct observation of the child's abilities. We find a statistically significant difference between children in the 90th and 10th percentile of the wealth distribution in our sample of 0.33 standard deviations (SD) in cognition, 0.29 SD in receptive language and 0.38 SD in expressive language at 14 months. The socio-economic gap increases substantially with age to 1 SD (cog
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Sun, He. Animated electronic storybook and children's Mother Tongue development: Tracing the process and the outcome with eye-tracking. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22664.

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Storybook reading to children is considered an efficient way to provide a meaningful context for exposure to unfamiliar words and grammar (Weizman & Snow, 2001). Nonetheless, children with limited language knowledge (e.g., child MTL learners in Singapore) may benefit less from the reading activities, due to the gap between their skills and those required for processing the narration. They often fail to derive the meaning of unknown words/grammar from the verbal context and consequently have trouble figuring out the story plots (Verhallen & Bus, 2010). Children’s electronic storybook (e
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Andrews, David. A Comparative Study of Phonemic Segmentation Skills in First Grade Children with Normal, Disordered, and Slow Expressive Language Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6634.

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Powers, Elizabeth T. The Impact of Economic Migration on Children's Cognitive Development: Evidence from the Mexican Family Life Survey. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0011204.

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This paper uses data from the Mexican Family Life Survey to estimate the impact of a household member's migration to the United States on the cognitive development of children remaining in Mexico. While there is no developmental effect of a child's sibling migrating to the United States, there is an adverse effect when another household member-typically the child's parent- migrates. This is particularly true for pre-school to early-school-age children with older siblings, for whom the effect of parental migration is comparable to speaking an indigenous language at home or having a mother with
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