Thesis
Word Learning from Written Contexts in Children who are Deaf or Hard of Hearing
University of Iowa
Bachelor of Arts (BA), University of Iowa
Spring 2023
Abstract
The present study addresses the following questions: 1) How are children who Deaf or Hard of Hearing (DHH) able to learn the meaning of novel words in the written context, relative to their typically hearing (TH) peers? 2) Is there a relationship between language and cognitive skills and written word learning through context? All participants were between the ages of 8 years 0 months and 12 years 0 months. The study consisted of language and cognitive assessments. The experimental reading task was comprised of eight short stories, each of which analyzed the participant’s ability to determine the meaning of a target word based on the context surrounding it and its spatial relationship to that word. Results revealed that children who were DHH performed worse than their TH peers on the experimental task. Also, both groups performed better once they read the context of each word. No effect of hearing status was found on the use of context (i.e., the spatial relationship to the target word). Vocabulary size was found to correlate with word learning scores.
Details
- Title: Subtitle
- Word Learning from Written Contexts in Children who are Deaf or Hard of Hearing
- Creators
- Miranda Becker
- Contributors
- Yu-Hsiang Wu (Advisor) - University of IowaElizabeth Walker (Mentor) - University of Iowa
- Resource Type
- Thesis
- Project Type
- Honors Thesis
- Degree Awarded
- Bachelor of Arts (BA), University of Iowa
- Degree in
- Speech and Hearing Science
- Date degree season
- Spring 2023
- Publisher
- University of Iowa
- Number of pages
- 12 pages
- Copyright
- Copyright © 2023 Miranda Becker
- Language
- English
- Academic Unit
- CLAS Honors Theses
- Record Identifier
- 9984410768102771
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