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Engagement and Word Learning in Chil...

Ridings, Laura Marie.

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Engagement and Word Learning in Children with and Without Hearing Loss: Books and Television.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Engagement and Word Learning in Children with and Without Hearing Loss: Books and Television./
Author:	Ridings, Laura Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	38 p.
Notes:	Source: Masters Abstracts International, Volume: 81-12.
Contained By:	Masters Abstracts International81-12.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27958911
ISBN:	9798645482480

Engagement and Word Learning in Children with and Without Hearing Loss: Books and Television.
Ridings, Laura Marie.

Engagement and Word Learning in Children with and Without Hearing Loss: Books and Television. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 38 p.

Source: Masters Abstracts International, Volume: 81-12.

Thesis (M.S.)--Texas Christian University, 2020.

This item must not be sold to any third party vendors.

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.

ISBN: 9798645482480Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Engagement

Engagement and Word Learning in Children with and Without Hearing Loss: Books and Television.
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300 $a 38 p.
500 $a Source: Masters Abstracts International, Volume: 81-12.
500 $a Advisor: Lund, Emily.
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506 $a This item must not be sold to any third party vendors.
520 $a 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.
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