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Prosodic Boundary Effects on Syntactic Disambiguation in Children with Cochlear Implants

Peer reviewed

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Fortunato-Tavares, Talita; Schwartz, Richard G.; Marton, Klara; de Andrade, Claudia F.; Houston, Derek – Journal of Speech, Language, and Hearing Research, 2018

Purpose: This study investigated prosodic boundary effects on the comprehension of attachment ambiguities in children with cochlear implants (CIs) and normal hearing (NH) and tested the absolute boundary hypothesis and the relative boundary hypothesis. Processing speed was also investigated. Method: Fifteen children with NH and 13 children with…

Descriptors: Syntax, Intonation, Assistive Technology, Ambiguity (Semantics)

Teachers and Peers as Communication Models to Teach Grammatical Forms to Preschoolers with Hearing Loss

Peer reviewed

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Richels, Corrin G.; Bobzien, Jonna L.; Schwartz, Kathryn S.; Raver, Sharon A.; Browning, Ellen L.; Hester, Peggy P. – Communication Disorders Quarterly, 2016

Structured input from both teachers and peers maximizes the opportunities for preschoolers to learn grammatical forms. The purpose of this pilot study was to evaluate the effectiveness of using a teacher and a peer with typical hearing and language skills to model grammatically correct verbal responses to action "wh-" questions…

Descriptors: Hearing Impairments, Preschool Children, Form Classes (Languages), Teachers

Learning by Ear: On the Acquisition of Case and Gender Marking by German-Speaking Children with Normal Hearing and with Cochlear Implants

Peer reviewed

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Szagun, Gisela – Journal of Child Language, 2004

The acquisition of case and gender marking on the definite and indefinite article was studied in a sample of 6 normally-hearing children and 9 children with cochlear implants. Longitudinal spontaneous speech data are used. Children were matched by MLU, with 4 MLU levels: 1.8, 2.8, 3.6, 4.8. Age ranges for normally-hearing children were 1;4 to 3;8…

Descriptors: Language Acquisition, German, Grammar, Assistive Technology