Reciprocal Patterns of Peer Speech in Preschoolers with and without Hearing Loss.

ABSTRACT: Children with hearing loss often attend inclusive preschool classrooms aimed at improving their spoken language skills. Although preschool classrooms are fertile environments for vocal interaction with peers, little is known about the dyadic processes that influence children's speech to one another and foster their language abilities and how these processes may vary in children with hearing loss. We used new objective measurement approaches to identify and quantify children's vocalizations during social contact, as determined by children's proximity and mutual orientation. The contributions of peer vocalizations to children's future vocalizations and language abilities were examined in oral language inclusion classrooms containing children with hearing loss who use hearing aids or cochlear

SUBMITTER: Perry LK 

PROVIDER: S-EPMC8903181 | biostudies-literature | 2022 3rd Quarter

REPOSITORIES: biostudies-literature