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ABSTRACT INFORMATION
Title: 'Music: A Tool for Expressive and Receptive Vocabulary for Children who are Deaf or Hard of Hearing' Track: 3 - Language Acquisition and Development Keyword(s): Music, Receptive vocabulary, Expressive Vocabulary, Preschool aged children, Hearing loss Learning Objectives: 1. Participants will be able to describe strategies for incorporating music into the literacy curriculum and potential improvements to child literacy outcomes. 2. Participants will know the quantitative and qualitative results of a pilot study designed to identify the impact on vocabulary development and comprehension performance when music is incorporated into the curriculum. 3. Participants will be able to find available resources for connecting music to literacy activities. Abstract: Stiles, McGregor, and Bentler (2012) reported that children with hearing loss understand significantly fewer vocabulary words than their hearing peers. This gap effects a child’s readiness for school (Greers, Moog, Biedenstein, Brenner, & Hayes, 2009). Music can be a powerful component to the preschool curriculum. Music is often a part of the preschool routines that are used. Researchers are currently studying the correlation between music training and increased comprehension and expressive language skills. However there is a lack of research stating the specific effects of music instruction for children with hearing loss. This presentation will describe findings from a six-week experimental time-series study that evaluated the impact on vocabulary development when music was systematically incorporated into the daily curriculum. The efficacy of using music to supplement literacy goals will be discussed. Research activities will include child outcomes in vocabulary development and comprehension performance, as well as teacher ratings and qualitative feedback. The research design was developed based on literacy priorities as recommended by the National Reading Panel and the importance of incorporating vocabulary and reading comprehension instruction in the curriculum. Quantitative results on child outcomes will be reported and qualitative results will describe teacher perception of potential benefits. Results reported will be pilot data preliminary to a larger study. The pilot study was performed in a self-contained preschool classroom with children who are Deaf and Hard of Hearing, who use Listening and Spoken Language (LSL) to communicate. Pilot data will be obtained by January 2014. Music instruction activities will be beneficial to children of all types, not just children with hearing loss. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available CART: CART Transcription is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Lauren Smith - Primary Presenter,Author,POC Utah State University      Credentials: Currently working on a Master's of Deaf Education with an emphasis in Listening and Spoken Language Bachelor's of Science in Communicative Disorders       Lauren is currently working on a Master's of Deaf Education with an emphasis in Listening and Spoken Language at Utah State University.She also received her undergraduate from USU in Communicative Disorders. Lauren wants to help give children with hearing loss a voice. She hopes to do this by combining her love of music with her love for teaching.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Lauri Nelson - Co-Presenter,Author Utah State University      Credentials: PhD       Lauri Nelson is an Associate Professor in the Department of Communicative Disorders and Deaf Education in the Listening and Spoken Language Deaf Education program at Utah State University. She has a dual background in both clinical audiology and LSL deaf education and currently directs the LSL deaf education graduate training program at Utah State University.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Nicole Martin - Co-Presenter,Author Sound Beginnings at Utah State University      Credentials: MS, CCC-SLP       Nicole Martin is the Director of Sound Beginnings at Utah State University. She is also a clinical supervisor for students enrolled in the Listening and Spoken Language Graduate Studies program at Utah State University. She is certified in both speech-language pathology and special education with listening and spoken language emphasis.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.