Author: |
何文君 Ho, Wen-Chun |
---|---|
Thesis Title: |
聽力損失幼兒之語言環境與其語言能力關係:LENA系統之應用 Relationship between language environments and language abilities in young children with hearing loss: Application of the LENA system |
Advisor: |
張鑑如
Chang, Chien-Ju |
Degree: |
博士 Doctor |
Department: |
人類發展與家庭學系 Department of Human Development and Family Studies |
Thesis Publication Year: | 2020 |
Academic Year: | 108 |
Language: | 中文 |
Number of pages: | 182 |
Keywords (in Chinese): | 聽損幼兒 、語言環境 、語言能力 、LENA |
Keywords (in English): | children with hearing loss, language environments, language ability, LENA |
DOI URL: | http://doi.org/10.6345/NTNU202000363 |
Thesis Type: | Academic thesis/ dissertation |
Reference times: | Clicks: 205 Downloads: 41 |
Share: |
School Collection Retrieve National Library Collection Retrieve Error Report |
幼兒早期的語言環境是幼兒語言發展的關鍵,對於聽力損失幼兒(以下簡稱聽損幼兒)而言,由於語音接受或辨識的困難,因此需要更加豐富的語言輸入環境,幫助他們學會語言。本研究目的在探究二歲及三歲聽損幼兒之語言環境與其語言能力之關係。共21位聽損幼兒家庭參與本研究。語言環境分為四方面,分別為:聽覺環境、成人說話字數、成人幼兒對話輪替數量、詞彙環境。前三者運用一套語音自動分析之研究工具,即「語言環境分析系統」(Language ENvironment Analysis System,本文簡稱LENA),蒐錄一整日當中,聽損幼兒周圍所有的聲音,分析聽覺環境的組成(細分為有意義話語、遠距及重疊話語、電視和電子音、噪音、靜默之時間比例),並自動計算成人說話字數和成人幼兒對話輪替數量。詞彙環境則運用LENA分析結果,選出聽損幼兒與他人對話輪替數量最高的連續時段,共15分鐘,以兒童語料交換系統(Child Language Data Exchange System,簡稱CHILDES)轉錄及分析。此外,並以華語嬰幼兒溝通發展量表(臺灣版)之幼兒版,及修訂畢保德圖畫詞彙測驗測量結果,評估聽損幼兒的語言能力。
本研究先調查聽損幼兒的語言環境及其語言能力,再探討兩者之關係。在語言環境方面,聽覺環境中,有意義話語、遠距及重疊話語、電視和電子音、噪音和靜默的時間比例差異大。同樣的,在成人說話字數、成人幼兒對話輪替數量、詞彙環境,也出現變異大的情形。聽損幼兒語言能力方面,語言能力百分等級之平均值勝過50%的同齡聽常幼兒,顯示其語言發展跟上同儕。最後,聽損幼兒語言環境和其語言能力關係方面,成人說話字數和成人幼兒對話輪替數量,皆與幼兒語言能力有關。文末提出研究相關之討論及建議。
Language environment is key to language development in young children. Children with hearing loss (HL) require more language input to help them acquire language because they have difficulties receiving or identifying sound. This study analyzed the relationship between language environments and language abilities in children aged 2–3 years with HL. In total, 21 children with HL and their families participated in this study. The language environments were analyzed from 4 aspects: audio environment, adult word count (AWC), conversation turn count (CTC), and vocabulary environment. The Language Environment Analysis (LENA) system was used to record all daily sounds surroundings and calculate the time percentage of 5 items each for audio environment, AWC, and CTC. The 5 items of audio environment included meaningful speech, distant and overlapping speech, television and electronic sounds, noise, and silence and background noise. The vocabulary environment was assessed using the Child Language Data Exchange System to transcribe and analyze 15-minute recordings with the highest conversation turn count as measured in the LENA system. Moreover, the language abilities of children with HL were assessed using the Mandarin Chinese Communicative Development Inventory-Taiwan or the Peabody Picture Vocabulary Test - Revised.
After investigating the language environments and language abilities of children with HL, this study analyzed the relationship between language environments and language abilities. The audio environment analysis revealed that disparities in time percentage are large for meaningful speech as well as distant and overlapping speech, television and electronic sounds, noise, and silence. The large disparities for language environments were also apparent in AWC, CTC, and vocabulary environment. The language ability analysis of children with HL revealed that their average of percentage rank was more than 50, indicating that language development in children with HL catches up with that in hearing children. The analysis of the relationship between language environments and language abilities of HL children revealed that AWC as well as CTC are related to language ability in children with HL. Discussion and suggestions for future research were provided.
壹、中文部分
王大延、陳櫻桃、王樂成、何宗瀚、高識棊、辛怡葳等(譯)(2008)。兒童語言與溝通障礙(原作者D. K. Bernstein & E. Tiegerman-Farber)。臺北市:心理。(原著出版年:2002)
王朱美(2002)。家長如何指導未滿兩歲的聽障兒童學習語言。載於林寶貴(編著),語言障礙與矯治(590-596頁)。臺北市:五南。
田岱立(2011)。人工電子耳使用者對環境音知覺與短期聽能訓練之成效(未出版之碩士論文)。臺北市立教育大學,臺北市。
呂淑如(1993)。聽覺障礙兒童語言發展能力及相關因素之研究。(未出版之碩士論文)。國立彰化師範大學,彰化縣。
吳婌華(2004)。聽力損失者的語言障礙。載於林寶貴(編著),溝通障礙:理論與實務(149-182頁)。臺北市:心理。
吳福煥、劉永兵、趙春生(2007)。家庭語言背景與華語口語能力的關係—對多語環境兒童華文教育的啟示。臺灣華語文教學,3,90-94。doi:10.7083/TCASL.200712.0090
李芃娟(1995)。聽力損失兒童教學方法探討。特殊教育與復健學報,4,237-247。
杜琬之(譯)(2005)。語言科學概論:從基礎到臨床應用(原作者:J. Ryalls & S. Behrens)。臺北市:心理。(原著出版年:2000)
身心障礙及資賦優異學生鑑定辦法(2013年9月2日修正)。
身心障礙等級(2008年7月1日修正)。
兒童及少年福利與權益保障法施行細則(2015年11月11日修正)。
林明君(2008)。家庭語言環境和幼兒詞彙能力之相關研究(未出版之碩士論文)。輔仁大學,新北市。
林晏君、楊惠美和吳俊良(2003)。人工耳蝸植入年齡對兒童詞彙能力發展的影響。臺灣耳鼻喉頭頸外科雜誌,38(1),1-5。doi:10.6286/2003.38.1.1
林桂如(2011)。聽力損失幼兒在早期療育階段之聽能訓練與管理。雲嘉特教期刊,14,19-25。
林桂如(2014)。聽覺口語法療育服務與課程實施。載於林桂如(主編),以家庭為中心的聽力損失早期療育:聽覺口語法理論與實務(35-64頁)。臺北市:五南。
林鳳嬌(2002)。聽力損失兒童之語言發展與口語教學。載於林寶貴(編著),語言障礙與矯治(608-618頁)。臺北市:五南。
林鴻清、徐銘燦、張克昌、Sharon M. Bruna(2000)。嬰幼兒聽力篩檢。中華民國耳鼻喉科醫學雜誌,35(6),376-382。doi:10.6286/2000.35.6.376
林寶貴(1994)。聽力損失教育與復健。臺北市:五南。
林寶貴(2002)。語言障礙與矯治。臺北市:五南。
邱玉蟬、江東亮(2015)。誰家的孩子看電視時間比較長?家庭因素對十八個月大兒童看電視時間的影響。中華傳播學刊,27,3-35。doi:10.6195/cjcr.2015.27.01
宣崇慧、盧台華(2006)。聲韻覺識能力及口語詞彙知識與國小一至二年級學童字、詞閱讀發展之研究。特殊教育研究學刊,31,73-92。
胡劭雍(2017)。機器學習之自閉症孩童語音障礙辨識(未出版之碩士論文)。中原大學,桃園市。
張鳳菊、陳清祥、黃永寬、周宏室、前橋明、廖建彰(2017)。臺灣學齡前兒童電視觀賞時間的相關因素及其對肥胖之影響:一項橫斷性研究。臺灣公共衛生雜誌,36(1),54-63。doi:10.6288/TJPH201736105093
張顯達(1998)。平均語句長度在中文的應用。聽語會刊,13,36-48。
許蓉(2010)。0~3歲聾兒聽覺功能發展與聽覺技巧訓練。中國教育技術裝備,2010(34),36-37。
陳小娟(1997)。學前聽障班聽語法第一年實驗研究。特殊教育與與復健學報,5,139-168。
陳欣希(2011)。家庭語文經驗對幼兒詞彙表達能力影響之研究(未出版之博士論文)。國立臺灣師範大學,臺北市。
陳家瑩(2004)。聽損兒童的聽能訓練。載於林寶貴(主編),溝通障礙理論與實務(356-384頁)。臺北市:心理。
陳瑞玲、王紀勳、吳俊良、范君揚、周昱甫、林鴻清(2015)。臺灣實施公費新生兒聽力篩檢之過去、現況與未來。臺灣耳鼻喉頭頸外科雜誌,50(2),67-73。doi:10.6286/2015.50.2.67
黃志成、王麗美、王淑楨、高嘉慧(2013)。特殊教育概論,新北市:揚智。
楊淑蘭(2015)。溝通與溝通障礙:理論與實務。臺北市:心理。
鄒啟蓉、張顯達(2007)。高功能自閉症兒童說故事能力與相關影響因素研究。特殊教育研究學刊,32(3),87-109。
靳洪剛(1997)。語言發展心理學。臺北市:五南。
臺灣兒童語言語料庫 。網址(https://tccm.corpus.eduhk.hk)
劉又嘉(2011)。幼兒觀看電視節目與語言發展之相關研究(碩士論文)。 取自http://handle.ncl.edu.tw/11296/m95689
劉惠美、曹峰銘(2010)。華語嬰幼兒溝通發展量表之編製與應用。中華心理衛生學刊,23(4),503-534。
劉曉、金星明、沈曉明(2009)。語言遲緩兒童家庭語言環境的研究。上海交通大學學報(醫學版),29(7),775-777。
蔡昆瀛(1990)。聽力損失兒童的認知、語言與遊戲。特殊教育季刊,36,35-38。
蔡昆瀛(2001)。聽力損失幼兒的發展特質與教育策略。國小特殊教育,32,29-36。
蔡昆瀛(2006)。視覺障礙幼兒與聽力損失幼兒之評量。國小特殊教育,42,1-9。
蔡淑菁、謝儀霏譯(2010)。語言的秘密(原作者:D. Crystal)。台北市:貓頭鷹出版(出版者)。(原著出版年:2005)
衛生福利部國民健康署(2014)。2014臺灣新生兒篩檢與確診指引手冊。臺北市:衛生福利部國民健康署。
蕭雅文(1997)。聽力學導論。臺北市:五南。
錡寶香(1998)。 聽力損失學生閱讀理解能力之分析。特殊教育學報,14,155-187。
錡寶香(2001)。國小低閱讀成就學生的口語述說能力:語言層面的分析。特殊教育學報,15,129-175。doi:10.6768/JSE.200109.0129
錡寶香(2006)。兒童語言障礙——理論、評量與教學。臺北市:心理。
鍾玉梅(1992)。聽障兒童之構音治療。聽語會刊,8,41-48。doi:10.6143/JSLHAT.1992.12.04
鍾玉梅(1994)。聽障兒童的說話問題。聽語會刊,10,72-79。doi:10.6143/JSLHAT.1994.12.08
騰訊研究院、中國信通院互聯網法律研究中心、騰訊AI Lab、騰訊開放平台、Zhineng, R.(2017)。人工智能。北京:中國人民大學。
貳、外文部分
Ambrose, S. E., VanDam, M., & Moeller, M. P. (2014). Linguistic input, electronic media, and communication outcomes of toddlers with hearing loss. Ear and Hearing, 35(2), 139–147. doi:10.1097/AUD.0b013e3182a76768
Ambrose, S. E., Walker, E. A., Unflat-Berry, L. M., Oleson, J. J., & Moeller, M. P. (2015). Quantity and quality of caregivers' linguistic input to 18-month and 3-year-old children who are hard of hearing. Ear and Hearing, 36 (01), 48S-59S. doi:10.1097/AUD.0000000000000209
Aragon, M., & Yoshinaga-Itano, C. (2012). Using Language ENvironment Analysis to improve outcomes for children who are deaf or hard of hearing. Seminars in Speech & Language, 33(4), 340-353. doi:10.1055/s-0032-1326918
Arehart, K. H., & Yoshinaga-Itano, C. (1999). The role of educators of the deaf in the early identification of hearing loss. American Annals of the Deaf, 144(1), 19-23.
Burgess, S., Audet, L., & Harjusola-Webb, S. (2013). Quantitative and qualitative characteristics of the school and home language environments of preschool-aged children with ASD. Journal of Communication Disorders, 46, 428-439. doi:10.1016/j.jcomdis.2013.09.003
Canault, M., Le Normand, MT., Foudil, S., Loundon, N., & Thai-Van, H. (2015). Reliability of the Language ENvironment Analysis system (LENA™) in European French. Behavior Research Methods, 48(3), 1109-1124. doi: 10.3758/s13428-015-0634-8.
Caskey, M., & Vohr, B. (2013). Assessing language and language environment of high-risk infants and children: A new approach. Acta Paediatrica,102(5), 451-461. doi:10.1111/apa.12195
Charon, J. W. (1998). Symbolic interactionism: An introduction, an interpretation, an integration.Upper Saddle River, NJ: Prentice-Hall.
MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk (3rd ed). Mahwah, NJ: Lawrence Erlbaum Associates.
Ching, T. Y. C. (2015). Is early intervention effective in improving spoken language outcomes of children with congenital hearing loss? American Journal of Audiology, 24(3), 345-348. doi:10.1044/2015_AJA-15-0007
Ching, T. Y. C., Dillon, H., Button, L., Seeto, M., Van Buynder, P., Marnane, V., ... Leigh, G. (2017). Age at intervention for permanent hearing loss and 5-year language outcomes. Pediatrics, 140(3), 1-11. doi:10.1542/peds.2016-4274
Ching, T. Y. C., Crowe, K., Martin, V., Day, J., Mahler, N., Youn, S., … Orsini, J. (2010). Language development and everyday functioning of children with hearing loss assessed at 3 years of age. International Journal of Speech-Language Pathology, 12(2), 124–131.
Chonchaiya, W., & Pruksananonda, C. (2008). Television viewing associates with delayed language development. Acta Paediatrica, 97(7), 977-982. doi:10.1111/j.1651-2227.2008.00831.x
Christakis, D. A., Gilkerson, J., Richards, J. A., Zimmerman, F. J., Garrison, M. M., Xu, D., ...Yapanel, U. (2009). Audible television and decreased adult words, infant vocalizations, and conversational turns: A population-based study. Archives of Pediatrics & Adolescent Medicine, 163(6), 554-558. doi:10.1001/archpediatrics.2009.61
Clark, J. G. (1981). Uses and abuses of hearing loss classification. Journal of the American Speech-Language-Hearing Association, 23, 493–500.
Cole, E. B., & Flexer, C. A. (2016). Children with hearing loss: Developing listening and talking, birth to six. San Diego, CA: Plural.
Cooper, D. H., Roth, F. P., Speece, D. L., & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23(3), 399-416.
Cruz, I., Quittner, A. L., Marker, C., DesJardin, J. L., & the CDaCI Investigative Team. (2013). Identification of effective strategies to promote language in deaf children with cochlear implants. Child Development, 84(2), 543–559. doi: 10.1111/j.1467-8624.2012.01863.x
Dykstra, J. R., Sabatos-DeVito, M. G., Irvin, D. W., Boyd, B. A., Hume, K. A., & Odom, S. L. (2012). Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders. Autism, 17(5), 582-594. doi:10.1177/1362361312446206
Eggermont, J. J. (2017). Hearing loss. San Diego, CA: Elsevier Inc.
Erenberg, A., Lemons, J., Sia, C., Trunkel, D., & Ziring, P. (1999). Newborn and infant hearing loss:Detection and intervention. Pediatrics, 103(2), 527–530. Retrieved from http://0-search.ebscohost.com.opac.lib.ntnu.edu.tw/login.aspx?direct=true&db=cmedm&AN=9925859&lang=zh-tw&site=ehost-live
Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54(2), 65–75. doi: 10.1037/h0087330
Farran, L. K., Lederberg, A. R., & Jackson, L. A. (2009). Maternal input and lexical development: The case of deaf pre-schoolers. International Journal of Language & Communication Disorders, 44(2), 145-163. doi: 10.1080/13682820801973404
Flexer, C., & Rhoades, E. A. (2016). Hearing, listening, the brain, and auditory-verbal therapy. In W. Estabrooks, K. Maclver-Lus &E. A. Rhoades (Eds.), Auditory-verbal therapy for young children with hearing loss and their families and the practitioners who guide them (pp. 23-33). San Diego, CA: Plural.
Ganek, H. V., & Eriks-Brophy, A. (2018a). A concise protocol for the validation of language ENvironment analysis (LENA) conversational turn counts in vietnamese. Communication Disorders Quarterly, 39(2), 371-380. doi:10.1177/1525740117705094
Ganek, H., & Eriks-Brophy, A. (2018b). Language ENvironment analysis (LENA) system investigation of day long recordings in children: A literature review. Journal of Communication Disorders, 72, 77-85. doi:10.1016/j.jcomdis.2017.12.005
Geers, A. E., Moog, J. S., Biedenstein, J., Brenner, C., & Hayes, H. (2009). Spoken language scores of children using cochlear implants compared to hearing age-mates at school entry. Journal of Deaf Studies & Deaf Education, 14(3), 371–385. doi:10.1093/deafed/enn046
Christine, Y. (2008). Outcomes of children with mild bilateral hearing loss and unilateral hearing loss. Seminars in Hearing, 29(2), 196-211.
Gilkerson, J., Richards, J. A., & Topping, K. (2017). Evaluation of a LENA-based online intervention for parents of young children. Journal of Early Intervention, 39(4), 281-298. doi:10.1177/1053815117718490
Gilkerson, J., Richards, J. A., Greenwood, C. R., & Montgomery, J. K. (2017). Language assessment in a snap: Monitoring progress up to 36 months. Child Language Teaching and Therapy, 33(2), 99-115. doi:10.1177/0265659016660599
Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Oller, D. K., . . . Paul, T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech - Language Pathology, 26(2), 248-265. doi:10.1044/2016_AJSLP-15-0169
Gilkerson, J., Yiwen, Z., Dongxin, X., Richards, J. A., Xiaojuan, X., Fan, J., ...Topping, K. (2015). Evaluating Language Environment Analysis System performance for Chinese: A pilot study in Shanghai. Journal of Speech, Language & Hearing Research, 58(2), 445-452. doi:10.1044/2015_JSLHR-L-14-0014
Goldberg, D. M. (1993). Auditory-Verbal philosophy: A Tutorial. The Volta Review, 95, 181-186.
Greenwood, C. R., Schnitz, A. G., Irvin, D., Tasi, S. F., & Carta, J. J. (2018). Automated language environment analysis: A research synthesis. American Journal of Speech-Language Pathology, 27(5), 853-867. doi:10.1044/2017_AJSLP-17-0033
Greenwood, C. R., Thiemann-Bourque, K., Walker, D., Buzhardt, J., & Gilkerson, J. (2011). Assessing children's home language environments using automatic speech recognition technology. Communication Disorders Quarterly, 32(2), 83-92. doi: 10.1177/1525740110367826
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368-1378. doi:10.1111/1467-8624.00612
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27(2), 236–248.
Hsu, N., Hadley, P. A., & Rispoli, M. (2017). Diversity matters: Parent input predicts toddler verb production. Journal of Child Language, 44(1), 63-86. doi: 10.1017/S0305000915000690
Irvin, D. W., Crutchfield, S. A., Greenwood, C. R. Simpson, R. L., Sangwan, A., & Hansen J. H. L. (2017). Exploring classroom behavioral imaging: Moving closer to effective and data-based early childhood inclusion planning. Advances in Neurodevelopmental Disorders, 1(2), 95-104. doi: 10.1007/s41252-017-0014-8
Irvin, D. W., Hume, K., Boyd, B. A., McBee, M. T., & Odom, S. L. (2013). Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder. Research in Autism Spectrum Disorders, 7, 947-955. doi:10.1016/j.rasd.2013.04.004
Jackson, C. W., & Callender, M. F. (2014). Environmental considerations: Home and school comparison of Spanish-English speakers' vocalizations. Topics in Early Childhood Special Education, 34(3), 165-174. doi: 10.1177/0271121414536623
Joint Committee on Infant Hearing (2007).Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Pediatrics, 120(4), 898-921.
Ko, E., Seidl, A., Cristia, A., Reimchen, M., & Soderstrom, M. (2016). Entrainment of prosody in the interaction of mothers with their young children. Journal of Child Language, 43(2), 284-309. doi: 10.1017/S0305000915000203
Lapierre, M. A., Piotrowski, J. T., & Linebarger, D. L. (2012). Background television in the homes of US children. Pediatrics, 130(5), 839-846. doi: 10.1542/peds.2011-2581
Lederberg, A. R., Schick, B., & Spencer, P. E. (2013). Language and literacy development of deaf and hard-of-hearing children: Successes and challenges. Developmental Psychology, 49(1), 15-30. doi:10.1037/a0029558
Lee, C.- C., Jhang, Y., Relyea, G., Chen, L.-M., & Oller, D. K. (2018). Babbling development as seen in canonical babbling ratios: A naturalistic evaluation of all-day recordings. Infant Behavior and Development, 50, 140-153. doi: 10.1016/j.infbeh.2017.12.002
LENA Research Foundation (2012). LENA Pro™ Brochure. Retrieved from: https://3ezaxq2cvfwhsrafg2qaq2p4-wpengine.netdna-ssl.com/wp-content/uploads/2016/07/LTR-11-1_LENA-Pro-Brochure.pdf
LENA Research Foundation (2018). Research publications. Retrieved from https://www.lena.org/research/
Luckner, J. L., & Cooke, C. (2010). A summary of the vocabulary research with students who are deaf or hard of hearing. American Annals of the Deaf, 155(1), 38–67. doi:10.1353/aad.0.0129
Marchman, V. A., Martinez, L. Z., Hurtado, N., Gruter, T., & Fernald, A. (2017). Caregiver talk to young Spanish-English bilinguals: Comparing direct observation and parent-report measures of dual-language exposure. Developmental Science, 20(1), 10.1111/desc.12425. doi:10.1111/desc.12425
Marlowe, J. A. (1993). Audiological assessment and management in the auditory-verbal approach. The Volta Review, 95,205-215.
May-Mederake, B. (2012). Early intervention and assessment of speech and language development in young children with cochlear implants. International Journal of Pediatric Otorhinolaryngology, 76(7), 939-946. doi : 10.1016/j.ijporl.2012.02.051
Meara, P. (1995). The importance of an early emphasis on L2 vocabulary. The Language Teacher, 19(2), 8-11.
Moeller, M. P., & Tomblin, J. B. (2015). An introduction to the outcomes of children with hearing loss study. Ear and Hearing, 36(01), 4S–13S. doi: 10.1097/AUD.0000000000000210
Most, T., Shina-August, E., & Meilijson, S. (2010). Pragmatic abilities of children with hearing loss using cochlear implants or hearing aids compared to hearing children. Journal of Deaf Studies and Deaf Education, 15(4), 422-437.
Nelson, R., Yoshinaga-Itano, C., Rothpletz, A., & Sedey, A. (2007). Vowel production in 7- to 12-month-old infants with hearing loss. Volta Review, 107(2), 101-121.
Newman, R. S., Rowe, M. L., & Bernstein Ratner, N., (2016). Input and uptake at 7 months predicts toddler vocabulary: The role of child-directed speech and infant processing skills in language development. Journal of Child Language, 43(5), 1158-1173. doi:10.1017/S0305000915000446
Nicholas, J. G., & Geers, A. E. (2007). Will they catch up? The role of age at cochlear implantation in the spoken language development of children with severe to profound hearing loss. Journal Of Speech, Language & Hearing Research, 50(4), 1048-1062. doi:10.1044/1092-4388(2007/ 073)
Nicholas, J. G., Geers, A. E., & Kozak, V. (1994). Development of communicative function in young hearing impaired and normally hearing children. Volta Review, 96, 113–135.
Ninio, A., & Snow, C. E. (1996). Pragmatic development. Boulder, CO: Westview.
Northern, J. L., & Downs, M. P. (1984). Hearing in chilren (3rd ed.). Baltimore, MD: Williams & Wikins.
Owens, R. E. (1992). Language development: An introduction (3rd ed.). Mew York, NY: Macmillian.
Pae, S., Yoon, H., Seol, A., Gilkerson, J., Richards, J. A., Ma, L., & Topping, K. (2016). Effects of feedback on parent-child language with infants and toddlers in Korea. First Language, 36(6), 549-569. doi: 10.1177/0142723716649273
Palmer, B. C., Leiste, S. M., James, K. D., & Ellis, S. M. (2000). The role of storytelling in effective family literacy programs. Reading Horizons, 41(2), 93-103.
Pan, B. A., Rowe, M. L., Singer J. D., & Snow C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763-782.
Quittner, A. L., Cruz, I., Barker, D. H., Tobey, E., Eisenberg, L. S., & Niparko, J. K. (2013). Effects of maternal sensitivity and cognitive and linguistic stimulation on cochlear implant users’ language development over four years. The Journal of Pediatrics, 162(2), 343–8.e3. doi:10.1016/j.jpeds.2012.08.003.
Rinaldi, P., Baruffaldi, F., Burdo, S., & Caselli, M. C. (2013). Linguistic and pragmatic skills in toddlers with cochlear implant. International Journal of Language & Communication Disorders, 48(6), 715-725. doi:10.1111/1460-6984.12046
Ramirez-Esparza, N., Garcia-Sierra, A., & Kuhl, P. K. (2017). The impact of early social interactions on later language development in Spanish-English bilingual infants. Child Development, 88(4), 1216-1234. doi:10.1111/cdev.12648
Rankine, J., Li, E., Lurie, S., Rieger, H., Fourie, E., Siper, P. M., . . . Kolevzon, A. (2017). Language ENvironment analysis (LENA) in Phelan-McDermid syndrome: Validity and suggestions for use in minimally verbal children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(6), 1605-1617. doi: 10.1007/s10803-017-3082-8
Richards, J. A., Gilkerson, J., Paul, T., & Xu, D. (2008). The LENATM automatic vocalization assessment [Technical report no. LTR-08-1]. Boulder, CO: LENA Research Foundation. Retrieved from https://www.lena.org/wp-content/uploads/2016/07/LTR-08-1_Automatic_Vocalization_Assessment.pdf
Richards, J. A., Xu, D., Gilkerson, J., Yapanel, U., Gray, S., & Paul, T. (2017). Automated assessment of child vocalization development using LENA. Journal of Speech, Language and Hearing Research, 60, 2047-2063. doi: 10.1044/2017_JSLHR-L-16-0157
Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48 (2), 345-59.
Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35(1), 185-205. doi:10.1017/S0305000907008343
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762-1774. doi:10.1111/j.1467-8624.2012.01805.x
Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child development. 83. 508-525. doi:10.1111/j.1467-8624.2011.01710.x.
Rufsvold, R., Wang, Y., Hartman, M. C., Arora, S. B., & Smolen, E. R. (2018). The impact of language input on deaf and hard of hearing preschool children who use listening and spoken language. American Annals of the Deaf, 163(1), 35–60.
Sacks, C., Shay, S., Repplinger, L., Leffel, K. R., Sapolich, S. G., Suskind, E., . . . Suskind, D. (2014). Pilot testing of a parent-directed intervention (project ASPIRE) for underserved children who are deaf or hard of hearing. Child Language Teaching and Therapy, 30(1), 91-102. doi: 10.1177/0265659013494873
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
Schramm, B., Bohnert, A., & Keilmann, A. (2010). Auditory, speech and language development in young children with cochlear implants compared with children with normal hearing. International Journal of Pediatric Otorhinolaryngology, 74(7), 812-819. doi:10.1016/j.ijporl.2010.04.008
Simser, J. I. (1993). Auditory-verbal intervention: Infant and toddlers. The Volta Review, 95, 217-229.
Snow, C. E. (1977). Mother’s speech research: From input to interaction. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition (pp. 31-49). Cambridge, England: Cambridge University Press.
Song, L., Spier, E. T., & Tamis-Lemonda, C. (2014). Reciprocal influences between maternal language and children's language and cognitive development in low-income families. Journal of Child Language, 41(2), 305-326. doi: 10.1017/S0305000912000700
Stoel-Gammon, C., & Otomo, K. (1986). Babbling development of hearing-impaired and normally hearing subjects. The Journal of Speech and Hearing Disorders, 51(1), 33–41.
Stokes, J. (1999). Hearing impaired infants: Support in the first eighteen months. London: Whurr Publisher.
Suskind, D. L., Leffel, K. R., Graf, E., Hernandez, M. W., Gunderson, E. A., Sapolich, S. G., …Levine, S. C. (2016). A parent-directed language intervention for children of low socioeconomic status: A randomized controlled pilot study. Journal of Child Language, 43(2), 366-406. doi:10.1017/S0305000915000033
Suskind, D., Leffel, K. R., Hernandez, M. W., Sapolich, S. G., Suskind, E., Kirkham, E., & Meehan, P. (2013). An exploratory study of "quantitative linguistic feedback": Effect of LENA feedback on adult language production. Communication Disorders Quarterly, 34(4), 199-209. doi: 10.1177/1525740112473146
Topping, K., Dekhinet, R., & Zeedyk, S. (2013). Parent–infant interaction and children’s language development. Educational Psychology, 33(4), 391-426. doi:10.1080/01443410.2012.744159
Tanimura, M., Okuma, K., & Kyoshima, K. (2007). Television viewing, reduced parental utterance, and delayed speech development in infants and young children. Archives of Pediatrics and Adolescent Medicine,161(6), 618–619. doi:10.1001/archpedi.161.6.618-b
VanDam, M., Ambrose, S. E., & Moeller, M. P. (2012). Quantity of parental language in the home environments of hard- of- hearing 2-year-olds. Journal of Deaf Studies and Deaf Education, 17(4), 402–420. doi:10.1093/deafed/ens025
VanDam, M., Warlaumont, A., Bergelson E., Cristia A., Soderstrom M., De Palma P., & MacWhinney, B. (2016). HomeBank: An online repository of daylong child-centered audio recordings. Seminars in Speech and Language, 37(2), 128-141. doi:10.1055/s-0036-1580745
Vandewater, E. A., Bickham, D. S., & Lee, J. H. (2006). Time well spent? Relating television use to children's free-time activities. Pediatrics, 117(2), e181-e191.
Vohr, B. R., Topol, D., Watson, V., St Pierre, L., & Tucker, R. (2014). The importance of language in the home for school-age children with permanent hearing loss. Acta Paediatrica, 103(1), 62-69. doi:10.1111/apa.12441
Walker, E. A., Holte, L., McCreery, R. W., Spratford, M., Page, T., & Moeller, M. P. (2015). The influence of hearing aid use on outcomes of children with mild hearing loss. Journal of Speech, Language & Hearing Research, 58(5), 1611-1625. doi:10.1044/2015_JSLHR-H-15-0043
Wang, Y., Hartman, M., Abdul Aziz, N. A., Arora, S., Shi, L., & Tunison, E. (2017). A systematic review of the use of LENA technology. American Annals of the Deaf, 162(3), 295–311.
Warren, S. F., Gilkerson, J., Richards, J. A., Oller, D. K., Xu, D., Yapanel, U., & Gray, S. (2010). What automated vocal analysis reveals about the vocal production and language learning environment of young children with autism. Journal of Autism and Developmental Disorders, 40(5), 555-569. doi:10.1007/s10803-009-0902-5
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152. doi:10.1177/0956797613488145
Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265-279. doi:10.1037/0012-1649.37.2.265
Wiggin, M., Sedey, A. L., Awad, R., Bogle, J. M., & Yoshinaga-Itano, C. (2013). Emergence of consonants in young children with hearing loss. Volta Review, 113(2), 127-148.
Woynaroski, T., Oller, D. K., Keceli-Kaysili, B., Xu, D., Richards, J. A., Gilkerson, J., & Yoder, P. (2016). The stability and validity of automated vocal analysis in preverbal preschoolers with autism spectrum disorder. Autism Research, 10(3), 508–519. doi:10.1002/aur.1667
Wroblewska-Seniuk, K. E., Dabrowski, P., Szyfter, W., & Mazela, J. (2017). Universal newborn hearing screening: Methods and results, obstacles, and benefits. Pediatric Research, 81(3), 415–422. doi:10.1038/pr.2016.250
Xu, D., Richards, J. A., & Gilkerson, J. (2014). Automated analysis of child phonetic production using naturalistic recordings. Journal of Speech, Language and Hearing Research, 57(5), 1638-1650. doi: 10.1044/2014JSLHR-S-13-0037
Xu, D., Yapanel, U., & Gray, S. (2009). Reliability of the LENATM Language Environment Analysis System in young children’s natural home environment [Technical report LTR-05-02]. Boulder, CO: LENA Foundation. Retrieved from http://www.lenafoundation.org/TechReport.asp x/Reliability/LTR-05-2
Xu, D., Yapanel, U., Gray, S., Gilkerson, J., Richards, J., & Hansen, J. (2008). Signal processing for young child speech language development. Presented at the 1st Workshop of Child, Computer and Interaction, Chania, Crete, Greece.
Yoder, P. J., Oller, D. K., Richards, J. A., Gray, S., & Gilkerson, J. (2013). Stability and validity of an automated measure of vocal development from daylong samples in children with and without autism spectrum disorder. Autism Research, 6, 103–107. doi:10.1002/aur.1271
Yoshinaga-Itano, C., & Sedey, A. (1998). Early speech development in children who are deaf or hard of hearing: Interrelationships with language and hearing. Volta Review, 100(5), 181-211.
Yoshinaga-Itano, C. (1998). Development of audition and speech: Implications for early intervention with infants who are deaf or hard of hearing. Volta Review, 100(5), 213-234.
Yoshinaga-Itano, C. (2003). Early intervention after universal neonatal hearing screening: Impact on outcomes. Mental Retardation & Developmental Disabilities Research Reviews, 9(4), 252-266. doi : 10.1002/mrdd.10088
Yoshinaga-Itano, C., & Apuzzo, M. L. (1998). The development of deaf and hard of hearing children identified early through the high-risk registry. American Annals of the Deaf, 143(5), 416-424.
Yoshinaga-Itano, C., & Gravel, J. S. (2001). The evidence for universal newborn hearing screening. American Journal of Audiology, 10(2), 62-64.
Yoshinaga-Itano, C., Sedey, A. L., Wiggin, M., & Chung, W. (2017). Early hearing detection and vocabulary of children with hearing loss. Pediatrics, 140(2), 1-10. doi:10.1542/peds.2016-2964
Zhang, Y., Xu, X., Jiang, F., Gilkerson, J., Xu, D., Richards, J. A., ... Topping, K. J. (2015). Effects of quantitative linguistic feedback to caregivers of young children. Communication Disorders Quarterly, 37(1), 16-24. doi:10.1177/1525740115575771
Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S., & Yapanel, U. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124(1), 342-349. doi:10.1542/peds.2008-2267