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Talk with me! Parental linguistic input to toddlers with moderate hearing loss

Dirks, E; Stevens, A; Kok, S; Frijns, J; Rieffe, C; (2020) Talk with me! Parental linguistic input to toddlers with moderate hearing loss. Journal of Child Language , 47 (S1) pp. 186-204. 10.1017/S0305000919000667. Green open access

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Abstract

This study examined the quantity and quality of parental linguistic input to toddlers with moderate hearing loss (MHL) compared with toddlers with normal hearing (NH). The linguistic input to eighteen toddlers with MHL and twenty-four toddlers with NH was examined during a 10-minute free-play activity in their home environment. Results showed that toddlers with MHL were exposed to an equivalent amount of parental linguistic input compared to toddlers with NH. However, parents of toddlers with MHL used less high-level facilitative language techniques, used less mental state language, and used shorter utterances than parents of toddlers with NH. Quantity and quality measures of parental linguistic input were positively related to the expressive language abilities of toddlers with MHL.

Type: Article
Title: Talk with me! Parental linguistic input to toddlers with moderate hearing loss
Open access status: An open access version is available from UCL Discovery
DOI: 10.1017/S0305000919000667
Publisher version: http://dx.doi.org/10.1017/S0305000919000667
Language: English
Additional information: © The Author(s) 2019 This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Keywords: parental linguistic input, hearing loss, language development
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10090013
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