Word learning in children who are deaf or hard of hearing

Abstract

Children who are deaf or hard of hearing (DHH) and learning spoken language struggle with crucial communication skills (e.g., Lund, 2016). This study investigated the impact of syntax, word density, and timed recall on overall word learning. Participants had either typical hearing (TH), hearing aids (HA), or a cochlear implant (CI). Participants were asked to participate in the reading of two, pre-recorded storybooks with high-density and low-density words respectively prior to demonstrating immediate and delayed expressive recall. Children recalled fewer words after a 5-minute delay. Children learned more words in complex syntax than in simple syntax. Children with CI learned more high than low density words, whereas children with TH learned more low than high density words. Children with HA learned roughly equal numbers of words across both types. This research presents clinically relevant information regarding how professionals may approach teaching new words to children who are DHH.