Orthographic facilitation of oral vocabulary acquisition in children with hearing loss

Journal article

Salins, Andrea, Leigh, Greg, Cupples, Linda and Castles, Anne. (2021). Orthographic facilitation of oral vocabulary acquisition in children with hearing loss. Journal of Speech, Language, and Hearing Research. 64(8), pp. 3127-3139. https://doi.org/10.1044/2021_JSLHR-20-00660
AuthorsSalins, Andrea, Leigh, Greg, Cupples, Linda and Castles, Anne
Abstract

Purpose
Learning spoken words can be challenging for children with hearing loss who communicate orally and who are known to have weaker oral vocabulary skills than age-matched children who hear. Since vocabulary skills play a crucial role in reading and literacy acquisition, and academic success, it is important to identify effective vocabulary acquisition strategies for children with hearing loss. The aim of this study was to examine whether the incidental presence of orthography can facilitate oral vocabulary learning in children with hearing loss and whether the benefits are greater than those found in hearing children.

Method
We taught novel picture–word pairs with or without spellings to 23 children with hearing loss and 23 age-matched controls, ranging in age from 6 to 12 years. Word learning was assessed using behavioral and eye tracking data from picture naming and picture–word matching tasks.

Results and Conclusions
Results revealed an orthographic facilitation effect on oral vocabulary learning in children with hearing loss, with benefits being maintained over a week. Importantly, children with hearing loss showed a greater benefit of orthography than age-matched hearing peers on the picture naming tests. The results of this study have important implications for classroom instruction and vocabulary instruction strategies for children with hearing loss.

Keywordschildren; hearing loss; oral vocabulary learning; orthography ; orthographic facilitation effect
Year01 Jan 2021
JournalJournal of Speech, Language, and Hearing Research
Journal citation64 (8), pp. 3127-3139
PublisherAmerican Speech-Language-Hearing Association
ISSN1092-4388
Digital Object Identifier (DOI)https://doi.org/10.1044/2021_JSLHR-20-00660
Web address (URL)https://pubs.asha.org/doi/10.1044/2021_JSLHR-20-00660
Open accessPublished as non-open access
Research or scholarlyResearch
Page range3127-3139
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online09 Aug 2021
Publication process dates
Accepted02 Apr 2021
Deposited20 Nov 2024
Additional information

Copyright © 2021 American Speech-Language-Hearing Association

Place of publicationUnited States
Permalink -

https://acuresearchbank.acu.edu.au/item/9114v/orthographic-facilitation-of-oral-vocabulary-acquisition-in-children-with-hearing-loss

Log in to edit

Restricted files

Publisher's version

  • 6
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers
Webber, Charlotte, Patel, Hetal, Cunningham, Anna, Fox, Amy, Castles, Anne, Vousden, Janet and Shapiro, Laura. (2024). An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers. British Journal of Educational Psychology. 94(1), pp. 282-305. https://doi.org/10.1111/bjep.12641
The Impact of Shared Book Reading on Children and Families : A Study of Dolly Parton’s Imagination Library in Tamworth, Australia
Galea, Claire, Robidoux, Serje, Salins, Andrea, Noble, Clayton and McArthur, Genevieve. (2024). The Impact of Shared Book Reading on Children and Families : A Study of Dolly Parton’s Imagination Library in Tamworth, Australia. Journal of Research in Childhood Education: an international journal of research on the education of children. pp. 1-30. https://doi.org/10.1080/02568543.2024.2322731
Morphological Effects on Orthographic Learning in Monolingual English-Speaking and Bilingual Chinese-English-Speaking Children
Wang, Hua-Chen, Li, Luan, Xu Rattanasone, Nan, Demuth, Katherine and Castles, Anne. (2023). Morphological Effects on Orthographic Learning in Monolingual English-Speaking and Bilingual Chinese-English-Speaking Children. Scientific Studies of Reading. 27(6), pp. 557-569. https://doi.org/10.1080/10888438.2023.2217965
Parent perspectives of ear health and the relationship with children’s speech and language in the longitudinal study of Indigenous children
Morrow, Anita, Orr, Neil, Nash, Kai, Coates, Harvey, Cross, Cara, Evans, John Robert, Gunasekera, Hasantha, Harkus, Samantha, Harrison, Linda J., McLeod, Sharynne, McMahon, Catherine, Neal, Katie, Salins, Andrea and Macniven, Rona. (2023). Parent perspectives of ear health and the relationship with children’s speech and language in the longitudinal study of Indigenous children. Children. 10(1), pp. 1-13. https://doi.org/10.3390/children10010165
Orthographic facilitation of oral vocabulary acquisition in primary school children
Salins, Andrea, Cupples, Linda, Leigh, Greg and Castles, Anne. (2023). Orthographic facilitation of oral vocabulary acquisition in primary school children. Quarterly Journal of Experimental Psychology. 76(5), pp. 1045-1056. https://doi.org/10.1177/17470218221102916
The effect of spacing versus massing on orthographic learning
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Reichle, Erik D., Nation, Kate and Castles, Anne. (2023). The effect of spacing versus massing on orthographic learning. Reading Research Quarterly. 58(3), pp. 361-372. https://doi.org/10.1002/rrq.492
Eye movements during reading
Wegener, Signy, Yu, Lili, Reichle, Erik D., Beyersmann, Elisabeth, Parrila, Rauno and Castles, Anne. (2023). Eye movements during reading. Frontiers for Young Minds. 11, p. Article 769381. https://doi.org/10.3389/frym.2023.769381
Orthographic expectancies in the absence of contextual support
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). Orthographic expectancies in the absence of contextual support. Scientific Studies of Reading. 27(2), pp. 187-197. https://doi.org/10.1080/10888438.2022.2127356
The effect of oral vocabulary training on reading novel complex words
Beyersmann, Elisabeth, Wegener, Signy, Pescuma, Valentina N., Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). The effect of oral vocabulary training on reading novel complex words. Quarterly Journal of Experimental Psychology. 76(6), pp. 1321-1332. https://doi.org/10.1177/17470218221113949
Acquisition of orthographic forms via complex spoken word training
Beyersmann, Elisabeth, Wegener, Signy, Spencer, Jasmine and Castles, Anne. (2023). Acquisition of orthographic forms via complex spoken word training. Psychonomic Bulletin and Review. 30, pp. 739-750. https://doi.org/10.3758/s13423-022-02185-y
Automatic morpheme identification across development : Magnetoencephalography (MEG) evidence from fast periodic visual stimulation
Pescuma, Valentina N, Ktori, Maria, Beyersmann, Elisabeth, Sowman, Paul F., Castles, Anne and Crepaldi, Davide. (2022). Automatic morpheme identification across development : Magnetoencephalography (MEG) evidence from fast periodic visual stimulation. Frontiers in Psychology. 13, pp. 1-13. https://doi.org/10.3389/fpsyg.2022.932952
Teaching children to read irregular words : A comparison of three instructional methods
Colenbrander, Danielle, Kohnen, Saskia, Beyersmann, Elisabeth, Robidoux, Serje, Wegener, Signy, Arrow, Tara, Nation, Kate and Castles, Anne. (2022). Teaching children to read irregular words : A comparison of three instructional methods. Scientific Studies of Reading. 26(6), pp. 545-564. https://doi.org/10.1080/10888438.2022.2077653
Oral vocabulary and learning to read new words : A theoretical review
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth and Castles, Anne. (2022). Oral vocabulary and learning to read new words : A theoretical review. Australian Journal of Learning Difficulties. 27(2), pp. 253-278. https://doi.org/10.1080/19404158.2022.2097717
The effects of spacing and massing on children's orthographic learning
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2022). The effects of spacing and massing on children's orthographic learning. Journal of Experimental Child Psychology. 214, p. Article 105309. https://doi.org/10.1016/j.jecp.2021.105309
Children processing novel irregular and regular words during reading : An eye tracking study
Murray, Lyndall, Wegener, Signy, Wang, Hua-Chen, Parrila, Rauno and Castles, Anne. (2022). Children processing novel irregular and regular words during reading : An eye tracking study. Scientific Studies of Reading. 26(5), pp. 417-431. https://doi.org/10.1080/10888438.2022.2030744
Cognitive precursors of reading : A cross-linguistic perspective
Landerl, Karin, Castles, Anne and Parrila, Rauno. (2022). Cognitive precursors of reading : A cross-linguistic perspective. Scientific Studies of Reading. 26(2), pp. 111-124. https://doi.org/10.1080/10888438.2021.1983820
Tracking the relations between children’s reading and emotional health across time : Evidence from four large longitudinal studies
McArthur, Genevieve, Badcock, Nicholas, Castles, Anne and Robidoux, Serje. (2022). Tracking the relations between children’s reading and emotional health across time : Evidence from four large longitudinal studies. Reading Research Quarterly. 57(2), pp. 555-585. https://doi.org/10.1002/rrq.426
Semantic and phonological decoding in children’s orthographic learning in Chinese
Li, Luan, Marinus, Eva, Castles, Anne, Hsieh, Miao-Ling and Wang, Hua-Chen. (2021). Semantic and phonological decoding in children’s orthographic learning in Chinese. Scientific Studies of Reading. 25(4), pp. 319-334. https://doi.org/10.1080/10888438.2020.1781863
Learning morphologically complex spoken words : Orthographic expectations of embedded stems are formed prior to print exposure
Beyersmann, Elisabeth, Wegener, Signy, Nation, Kate, Prokupzcuk, Ayako, Wang, Hua-Chen and Castles, Anne. (2021). Learning morphologically complex spoken words : Orthographic expectations of embedded stems are formed prior to print exposure. Journal of Experimental Psychology : Learning, Memory and Cognition. 47(1), pp. 87-98. https://doi.org/10.1037/xlm0000808
Teaching irregular words : What we know, what we don't know, and where we can go from here
Colenbrander, Danielle, Wang, Hua-Chen, Arrow, Tara and Castles, Anne. (2020). Teaching irregular words : What we know, what we don't know, and where we can go from here. The Educational and Developmental Psychologist. 37(2), pp. 97-104. https://doi.org/10.1017/edp.2020.11
Tracking the evolution of orthographic expectancies over building visual experience.
Wegener, Signy, Wang, Hua-Chen, Nation, Kate and Castles, Anne. (2020). Tracking the evolution of orthographic expectancies over building visual experience. Journal of Experimental Child Psychology. 199, p. Article 104912. https://doi.org/10.1016/j.jecp.2020.104912
Embedded stems as a bootstrapping mechanism for morphological parsing during reading development
Beyersmann, Elisabeth, Grainger, Jonathan and Castles, Anne. (2019). Embedded stems as a bootstrapping mechanism for morphological parsing during reading development. Journal of Experimental Child Psychology. 182, pp. 196-210. https://doi.org/10.1016/j.jecp.2019.01.010
Paired associate learning deficits in poor readers : The contribution of phonological input and output processes
Litt, Robin A., Wang, Hua-Chen, Sailah, Jessica, Badcock, N. A. and Castles, Anne. (2019). Paired associate learning deficits in poor readers : The contribution of phonological input and output processes. Quarterly Journal of Experimental Psychology. 72(3), pp. 616-633. https://doi.org/10.1177/1747021818762669
Orthographic learning in children who are deaf or hard of hearing
Wass, Malin, Ching, Teresa Y. C., Cupples, Linda, Wang, Hua-Chen, Lyxell, Björn, Martin, Louise, Button, Laura, Gunnourie, Miriam, Boisvert, Isabelle, McMahon, Catherine and Castles, Anne. (2019). Orthographic learning in children who are deaf or hard of hearing. Language, Speech and Hearing Services in Schools. 50(1), pp. 99-112. https://doi.org/10.1044/2018_LSHSS-17-0146
Orthographic processing and children's word reading
Deacon, S. Hélène, Pasquarella, Adrian, Marinus, Eva, Tims, Talisa and Castles, Anne. (2019). Orthographic processing and children's word reading. Applied Psycholinguistics. 40(2), pp. 509-534. https://doi.org/10.1017/S0142716418000681
Do nonword reading tests for children measure what we want them to? An analysis of year 2 error responses
Castles, Anne, Polito, Vince, Pritchard, Stephen C., Anandakumar, Thushara and Coltheart, Max. (2018). Do nonword reading tests for children measure what we want them to? An analysis of year 2 error responses. Australian Journal of Learning Difficulties. 23(2), pp. 153-165. https://doi.org/10.1080/19404158.2018.1549088
Who are the noisiest neighbors in the hood? Using error analyses to study the acquisition of letter-position processing
Marinus, Eva, Kezilas, Yvette, Kohnen, Saskia Regina, Robidoux, Serje and Castles, Anne. (2018). Who are the noisiest neighbors in the hood? Using error analyses to study the acquisition of letter-position processing. Journal of Experimental Psychology: Learning, Memory, and Cognition. 44(9), pp. 1384-1396. https://doi.org/10.1037/xlm0000524
Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese
Li, Luan, Wang, Hua-Chen, Castles, Anne, Hsieh, Miao-Ling and Marinus, Eva. (2018). Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese. Cognition. 176, pp. 184-194. https://doi.org/10.1016/j.cognition.2018.02.025
A computational model of the self-teaching hypothesis based on the dual-route cascaded model of reading
Pritchard, Stephen C., Coltheart, Max, Marinus, Eva and Castles, Anne. (2018). A computational model of the self-teaching hypothesis based on the dual-route cascaded model of reading. Cognitive Science. 42(3), pp. 722-770. https://doi.org/10.1111/cogs.12571
Do ‘blacheap’ and ‘subcheap’ both prime ‘cheap’? An investigation of morphemic status and position in early visual word processing
Heathcote, Lauren, Nation, Kate, Castles, Anne and Beyersmann, Elisabeth. (2018). Do ‘blacheap’ and ‘subcheap’ both prime ‘cheap’? An investigation of morphemic status and position in early visual word processing. Quarterly Journal of Experimental Psychology. 71(8), pp. 1645-1654. https://doi.org/10.1080/17470218.2017.1362704
Taking the book from the bookshelf : Masked constituent priming effects from compound words and nonwords
Beyersmann, Elisabeth, Kezilas, Yvette, Coltheart, Max, Castles, Anne, Ziegler, Johannes C., Taft, Marcus and Grainger, Jonathan. (2018). Taking the book from the bookshelf : Masked constituent priming effects from compound words and nonwords. Journal of Cognition. 1(1), pp. 1-13. https://doi.org/10.5334/joc.11
Children reading spoken words : Interactions between vocabulary and orthographic expectancy
Wegener, Signy, Wang, Hua-Chen, de Lissa, Peter, Robidoux, Serje, Nation, Kate and Castles, Anne. (2018). Children reading spoken words : Interactions between vocabulary and orthographic expectancy. Developmental Science. 21(3), p. Article e12577. https://doi.org/10.1111/desc.12577
Phonics training for English-speaking poor readers (Review)
McArthur, Genevieve, Eve, Phillipa, Jones, Kristy, Banales, Erin, Kohnen, Saskia, Anandakumar, Thushara, Larsen, Linda, Marinus, Eva, Wang, Hua-Chen and Castles, Anne. (2018). Phonics training for English-speaking poor readers (Review). Cochrane Database of Systematic Reviews. 2018(11), p. Article CD009115. https://doi.org/10.1002/14651858.CD009115.pub3
Variations within a subtype : Developmental surface dyslexias in English
Kohnen, Saskia, Nickels, Lyndsey, Geigis, Leonie, Coltheart, Max, McArthur, Genevieve and Castles, Anne. (2018). Variations within a subtype : Developmental surface dyslexias in English. Cortex. 106, pp. 151-163. https://doi.org/10.1016/j.cortex.2018.04.008
Helping children with reading difficulties : Some things we have learned so far
McArthur, Genevieve and Castles, Anne. (2017). Helping children with reading difficulties : Some things we have learned so far. npj Science of Learning. 2(1), p. Article 7. https://doi.org/10.1038/s41539-017-0008-3
Low self-concept in poor readers : Prevalence, heterogeneity, and risk
McArthur, Genevieve, Castles, Anne, Kohnen, Saskia and Banales, Erin. (2016). Low self-concept in poor readers : Prevalence, heterogeneity, and risk. PeerJ. 2016(11), p. Article e2669. https://doi.org/10.7717/peerj.2669