| Abstract | This study examined the relation of engagement and word learning during television and book reading in children with and without hearing loss. Eleven children with hearing loss and ten age-matched children completed measures of speech perception, expressive vocabulary, and nonverbal intelligence to determine predictors of word learning in both mediums. A children’s book and corresponding television show were used to assess expressive word learning and engagement levels, which was measured by a rating scale and time-off task. Children with normal hearing knew more words than children with hearing loss prior to watching videos, but the number of words learned across both mediums was similar, regardless of group membership. For normal hearing children, engagement was not correlated with word learning, and was near ceiling for both tasks. For children with hearing loss, engagement and time on task similarly did not predict learning. The hypothesized predictors of expressive vocabulary and nonverbal intelligence did not correlate with word learning outcomes. Overall findings indicated that children, with or without hearing loss, are as likely to learn new words from television as from book reading. |
