- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
Many infants with hearing loss are identified during the first months of life through newborn hearing screening and follow-up diagnostics. These children are frequently fit with hearing aids before 3 months of age and those with severe-profound losses often receive cochlear implants soon after their first birthdays. To effectively serve this very young population, it is important to understand the prelinguistic phases of speech development and the effects of hearing loss and sensory aid use on this phenomenon. Prelinguistic vocal development is the process by which infants and toddlers produce utterances that are increasingly complex, phonetically diverse, and adult-like before saying words on a consistent basis. This chapter reviews research findings for typically developing infants and children with hearing loss, including those who receive cochlear implants at a young age. Differences between these two groups are examined to clarify the role of audition in facilitating vocal development. Vocalization types that provide evidence of advancement in vocal development and benefit from sensory aid use are identified. A clinically useful tool for evaluating the influence of hearing on speech development and a family-centered intervention strategy for stimulating vocal development are also presented.
David J. Ertmer Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
Suneeti Nathani Iyer, Communication Sciences and Special Education, The University of Georgia, Athens, GA
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