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Visual sequential processing and language ability in children who are deaf or hard of hearing

Published online by Cambridge University Press:  26 February 2019

Michelle A. GREMP ,
Joanne A. DEOCAMPO ,
Anne M. WALK  and
Christopher M. CONWAY
Michelle A. GREMP*
Affiliation:
Eastern Kentucky University
Joanne A. DEOCAMPO
Affiliation:
Georgia State University
Anne M. WALK
Affiliation:
University of Illinois at Urbana-Champagne
Christopher M. CONWAY
Affiliation:
Boys Town National Research Hospital, Omaha, Nebraska
*
*Corresponding author. College of Education, Eastern Kentucky University, 521 Lancaster Avenue, Richmond, KY 40475. E-mail: michelle.gremp@eku.edu
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Abstract

This study investigated the role of sequential processing in spoken language outcomes for children who are deaf or hard of hearing (DHH), ages 5;3–11;4, by comparing them to children with typical hearing (TH), ages 6;3–9;7, on sequential learning and memory tasks involving easily nameable and difficult-to-name visual stimuli. Children who are DHH performed more poorly on easily nameable sequencing tasks, which positively predicted receptive vocabulary scores. Results suggest sequential learning and memory may underlie delayed language skills of many children who are DHH. Implications for language development in children who are DHH are discussed.

Keywords

language developmentmemoryvisual processeslearning, cognition

Information

Type
Brief Research Reports
Information
Journal of Child Language , Volume 46 , Issue 4 , July 2019 , pp. 785 - 799
Copyright
Copyright © Cambridge University Press 2019 

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