An Early Intervention Program to Improve Productive language Skills for Children with Hearing loss And Measuring Its Effectiveness
Date
2024-03-12
Authors
said awad
Journal Title
Journal ISSN
Volume Title
Publisher
Middle East Journal of Scientific Publishing
Abstract
The current study aimed at constructing an early intervention program to improve the Productive language skills for children with hearing loss. The effectiveness of the new program was tested in the Hebron area, on children aged (3-6) years old, according to the five component of language , Phonology , morphology , syntax , semantic and pragmatics.
A quasi-experimental design was followed with a purposeful chosen sample (n=20 students) from Al Enjelia Al Arabia school in Hebron city. The students were randomly assigned to two groups: tu experimental group, (n=10, 6 M. & 4 F.)., and The control group (n=10, 6 M. & 4 F.).
The experimental group was exposed to (44) sessions of the constructed program during the second semester of the school year 2012/2013 , using one outcome indicator, expressive language skills as a measure of the program efficiency.
The pre-post test scores for both groups were analyzed using means, standard deviations as well as the statistical procedures :(ANCOVA) and (MANCOVA) to test for any statistical significant differences.
The study results showed the presence of a positive impact of the early intervention program on improving expressive language skills for children with hearing loss. There were statistically significant differences at the level of (α≥ 0.05 ) between the total test mean scores of the control and experimental groups in (α≥0.05) between the overall mean scores of the control and experimental groups in total expressive language skills in favor of the experimental group, and There Were statistically significant differences (α = 0.05) between the mean scores of the two groups on the components of expressive language ( phonology, semantic, and pragmatic) in favor of the experimental group. While there were no statistically significant differences between the mean scores of the control and experimental groups in two components of the expressive language (morphology and syntax).
This clearly shows the positive impact of the intervention program used in the study, and the need for early screening and intervention in order to achieve better outcomes with the expressive language skills of the children with hearing loss, as well as the need for additional studies with different variables such as the age and gender.
Description
This research is taken from the doctoral thesis of the researcher himself
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Citation
5.634