16th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
February 26-28, 2017 • Atlanta, GA
2/28/2017 | 11:00 AM - 11:30 AM | Impact of EI on School Readiness and Later Language and Reading Achievement | Grand Hall C
Impact of EI on School Readiness and Later Language and Reading Achievement
The Moog Center has undertaken a study of all its alumni to document the effects of its early educational program on later language, reading, cognitive and psychosocial outcomes. Alumni who are currently ages 8 through 13 are being tested on-site to assess their vocabulary, language, reading and cognitive skills. Alumni who are in high school and beyond are completing surveys about their identity development, social skills and demographic characteristics of their lives after attending the Moog Center. This presentation will focus on the group of alumni who are currently 8 through 13 years of age and mainstreamed in third grade through 8th grade. Sixty percent of these children participated in the Family School EI program and 40% did not. The outcomes of these two groups will be compared to demonstrate the impact of the early intervention program on later language and reading outcomes.
Data collection included the following standardized assessments: Weschler Intelligence Scale for Children, Test of Reading Comprehension, Comprehensive Assessment of Spoken Language, Woodcock Reading Mastery Test, Peabody Picture Vocabulary Test. In addition, Bamford-Kowal-Bench Sentences in Noise Tests (BKB-SIN) and the Lexical Neighborhood Test (LNT) were administered to measure aided speech perception ability.
In addition, parents of these children completed a demographic questionnaire and two rating forms, one rating Executive Function and one rating Social Skills. Results of these ratings forms will be presented as a narrative.
- 1. After this session, participants will be able to list assessment tools effective for measuring growth in vocabulary, language, and reading.
- 2. After this session, participants will be able to describe the differences in outcomes of children with hearing loss who received early intervention services from those who did not.
- 3. After this session, participants will be able to summarize the purpose of this study.
Presentation:
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Handouts:
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Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Jean Moog
(), Moog Center for Deaf Education, jmoog@moogcenter.org;
Jean Sachar Moog, Founder of the Moog Center for Deaf Education, is an internationally renowned leader in deaf education, who has worked in the field for fifty years as a teacher, researcher, college professor, consultant and administrator. Her work has included developing assessment and rehabilitation procedures that are used worldwide for children who are deaf or hard of hearing. She has traveled throughout the world to give lectures, workshops and short courses. She has contributed extensively to research in education of children who are deaf or hard of hearing and outcomes for children with cochlear implants and hearing aids.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
Has a Professional (Founding Director)
relationship for Board membership.
Has a Other relationship (I am founding director of the Moog Center for Deaf Education. All subjects in the study attended the Moog Center for a portion of their early education)
relationship for Volunteer employment,Board membership,Other volunteer activities.
Has a Other relationship (I am founding director of the Moog Center for Deaf Education. All subjects in the study attended the Moog Center for a portion of their early education)
relationship for Volunteer employment,Board membership,Other volunteer activities.