Show simple item record

dc.contributor.advisorLund, Emilyen_US
dc.creatorRush, Olivia
dc.date.accessioned2022-04-28T17:31:34Z
dc.date.available2022-04-28T17:31:34Z
dc.date.issued2022-04-27
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/52664
dc.description.abstractVocabulary knowledge drives academic and social success. Current literature suggests that children with hearing loss have poorer vocabulary organization in comparison to their peers with normal hearing. The current study aimed to evaluate and compare the development of lexical storage and organization. Children fell into two groups based on age: children at age five and children in first grade. Participants were also divided based on hearing status (normal hearing, hearing aid users, or cochlear implant users). Participants were asked to complete a repeated word association task, as outlined by Sheng and McGregor (2010). The findings suggest that the proposed organizational shifts are not fully captured at the first-grade level by the repeated word association task. The present data show trends that may indicate shifts in children with normal hearing and in children with hearing loss between age five and after first grade level and provides a starting point for additional study.en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoenen_US
dc.subjectSpeech therapy [0460] - primaryen_US
dc.subjectchildrenen_US
dc.subjecthearing lossen_US
dc.subjectresearchen_US
dc.subjectvocabulary developmenten_US
dc.titleLexical-semantic organization at measured by repeated word association in children with hearing lossen_US
dc.typeTexten_US
etd.degree.levelMaster of Scienceen_US
local.collegeHarris College of Nursing and Health Sciencesen_US
local.departmentCommunication Sciences & Disordersen_US
dc.type.genreThesisen_US


Files in this item

Thumbnail
This item appears in the following Collection(s)

Show simple item record