Assessing Language Skills in Hearing-Impaired Children
Author Information
Author(s): Durán-Bouza Montserrat, Pernas Lorena, Brenlla-Blanco Juan-Carlos
Primary Institution: Department of Psychology, University of A Coruña, Spain
Hypothesis
The study aims to evaluate the effectiveness of the Clinical Evaluation of Language Fundamentals 5 (CELF5) in assessing language skills of hearing-impaired children compared to their hearing peers.
Conclusion
The CELF5 is a reliable tool for assessing receptive and expressive language in children with hearing loss who are competent in oral language.
Supporting Evidence
- The CELF5 showed high internal consistency in the deaf group.
- Statistically significant differences were found in 9 of the 12 CELF5 subtests between deaf and hearing children.
- Children using total communication scored the highest, indicating the effectiveness of this modality.
Takeaway
This study looked at how well deaf children understand and use language compared to kids who can hear. It found that deaf kids can do just as well in some areas if they use the right communication methods.
Methodology
A cross-sectional study comparing language skills of 70 deaf children and 73 hearing children using the CELF5 assessment.
Limitations
Small participant numbers across communicative modalities and age groups, necessitating further research for broader representation.
Participant Demographics
Participants included 70 deaf children (36 males, 34 females) and 73 hearing children (39 males, 34 females), aged 5-11 years, from middle-to-high socioeconomic backgrounds.
Statistical Information
P-Value
p<0.004
Statistical Significance
p<0.01
Digital Object Identifier (DOI)
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