Describe The Hierarchy Of Auditory Skill Development

Reading is an acquired skill, developed through explicit teaching and founded upon a child’s innate ability to hear and process sounds from birth. Beginning at birth exposure to oral language, gestures and the functions of communication (Fellows & Oakley, 2010 p.165) allows exploration of sounds and words and their connection to each other, and introduces cue systems that will later assist in decoding complex text as development of reading ability occurs. Cue systems including linguistic rules of speech, such as grammatical, pragmatic, semantic and syntactic structures (McDevitt & Ormrod, 2004, p. 324), provide readers with strategies and knowledge for comprehension and phonological awareness (Gascoigne, 2005, p. 1). Rich language exchanges

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

Early intervention, at its core, is “services provided to infants and toddlers who are at risk for, or showing signs of developmental delays” (Coleman, 1993). The intervention is individualized for each child and family and their specific needs. Thus, when the service providers work with the families, they can “create optimal environments for language learning” (Moeller, et. al., 2013). Research shows that language of routines and joint attention are two successful evidence based practices families and interventionist can use with children who are d/Deaf and Hard of Hearing. Joint attention relates to “the eliciting and directing of another person’s attention to an object for mutual engagement with the object,” (Tasker, Nowakowski, & Schmidt, 2010) while language of routines emphases the idea that “when a child is familiar with routines, the interventionist can focus on scaffolding new and more complex learning” and language (Vygotsky as cited in Jennings, Hanline & Woods, 2012). By utilizing both methods of interventions in a child’s natural environment, their language will flourish.

During April of 2013 Elizabeth Walker and Karla McGregor wanted to determine if the three aspects of the word learning process is a complication for children with cochlear implants. Kids with CI’s may have smaller open-minded and demonstrative vocabularies than their peers who are hearing. There is also verification that children with cochlear implants show slower rates of vocabulary growth compared with hearing children. To achieve great academic success children need to have a strong vocabulary. Children who are

Babies prefer the sound of humans interacting to other sounds and from this, they quickly learn to recognise and identify their mother’s voice. Babies form their first relationship through emotional attachments with their mother or main carer. The first year of a baby’s life is a period of incredible growth, and a baby’s brain goes through critical periods during which stimulation is needed for proper development. During the babies first years, visual stimuli or verbal language is necessary for areas of the brain to grow and without this growth, a child’s vision or speaking abilities might be impaired. Infants tend to have different cries for hunger or pain, as well as making other noises. These abilities show your child is gaining communication and pre-language skills. Infants from birth to 6 months will forget about objects they cannot see however they begin to explore objects they can see and grab by putting them in their mouths. They will also follow moving objects with their eyes and look around at nearby objects. Infants in this stage will turn to look at a source of sound. These developmental milestones show a baby’s brain is developing and they are gaining new skills. From 7 to 12 months, infants also learn the idea of cause and effect, and they might repeat an action that causes a

At around 4-6 months old a baby will have developed an awareness of sound in particularly a person speaking and will turn towards the sound when someone familiar speaks for example their parents. They will start to mimic sounds and start to babble and laugh. Intellectual development is rapid and although they may not be able to speak in more than just babble, their understanding will be greater and they will become much more inquisitive. They will be able to understand simple instructions such as “point to your nose.” By a year old, they’ll be able to say simple words like “Mama” and “Dada” or words with similar sounds. They may start to develop their own language with odd sounding words for common objects that take their interest. Sometimes these words will sound similar to the name of the object particularly if their parents spend time speaking to their child and repeating the names of these objects.

The human life span is from conception to death and can be divided into eight different developmental periods. This essay will focus on the early childhood period that ranges from two to five or six years of age. Firstly, this essay will describe the typical developmental milestones during early childhood and how they play an important role in each developmental stage that follows. Secondly, it will analyse how the home and educational environments influence early childhood. Finally, it will define Auditory Processing Disorder and the characteristics of a child with this condition. This essay will demonstrate the significant impact Auditory Processing Disorder can have significant effects on development and in the future.

Language acquisition occurs very early in development. There have been numerous studies on syntax and English-speaking children, however, there have been few syntactic experiments conducted on deaf children. Therefore, I purpose an experiment that considers whether deaf children have similar, or differing event-related brain potentials (ERP) signals. Additionally, I would explore whether such children can detect syntactic violations in certain brain regions, similar to typically hearing children.

After birth, infants jump immense milestones in terms of development. The first few weeks of a child’s life mark pertinent milestones of both perceptual and motor development. One important aspect of perceptual development is hearing which is fairly well developed immediately at birth. Although infants are initially slightly hard of hearing, they show sensitivity to sound, music, rhythm and melody. By just 4 to 6 months, children with regular hearing are able to localize noises and listen to sound (Robert Siegler, 2011). Hearing is an intricate process in which external stimuli such as sound is converted to the vibrational energy by the ear canal and eardrum and then to electrical pulses presented to the brain by various hearing nerves (Robert Siegler, 2011). The brain analyzes these electrical impulses into the sensation of hearing (Robert Siegler, 2011). Damage to the cochlear implant results in “sensory neural hearing loss” indicating that the ear has trouble translating sound waves into signals that can be analyzed by the brain (Robert Siegler, 2011). Justice’s wildcard of limited hearing in her left ear will surely affect and delay the first few perceptual and motor milestones of her infancy.

Being able to reliably detect fetal heart rate as a measure of recognition, and knowing that fetuses develop good hearing by the third trimester allows many researchers to study fetal response to various aspects of language, beyond just recognizing maternal voice, during this time in pregnancy. The two ways to study fetal response to maternal voice is by observing their movement and heart rate. By monitoring when a fetus is at rest, then observing their movement when introduced to a stimuli, researchers can note patterns of recognition (Decasper et al., 1994; Krueger et al., 2015; Marx & Nagy, 2015). The researchers Krueger et al. (2015) used both methods of measurement to study pregnant mothers in their third trimester. The researchers were interested to know if fetuses would respond differently when hearing their mother’s voice live versus when they hear their mother’s voice in a recording. To test this, mothers recited a nursery rhyme two times daily from 28-34 weeks gestational age.

Advancement made in regard to cognitive neuroscience has enabled a better understanding of the cognitive processes in infants. Studies have indicated that cognitive development in infants starts before they are born. In the eighth week of pregnancy, fetuses have the ability to hear. They become accustomed to their

In the article “Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches” the authors talked about children need regularly and meaningfully accessible to human language. Children that have not acquired a language in the early years might never speak fluently in any language. This critical period is for children to develop their first language skills. Most children that are born deaf in the developed countries have cochlear devices implanted, but these devices do not offer accessible language to many deaf children. This device might cause the child to miss the critical period that is needed for children.

It is well known that speech perception has been tied to audio and visual modalities in early development. However, there has been a lack of a theoretical discussion about the sensorimotor influence on speech perception development. It is unclear whether an infants’ articulatory information is linked to speech perception, and if so, its relation to motor development. Yeung and Werker (2013) explore the relationship of the audiovisual (AV) speech perceptions and sensorimotor information in 4.5-month-old infants. Specifically, they test simple sensorimotor non-speech oral gestures in relation to AV speech processing. Infants were exposed to two side-by-side screens of a talking face saying either /i/ or /u with a synchronized audio matching one

In America, English exists as the standard language. For that reason, it is understood that children will learn this as their primary language. However, according to the “National Institute on Deafness and Other Communication Disorders” website, “about two to three children per 1,000 are born deaf or hard of hearing”(Quick Statistics [NIDCD Health Information]) . Moreover, an article by Karen Kalivoda points out that “depending on the age of onset and the severity of the hearing loss, an individual's spoken language development may be radically affected”. Babies learn to speak by parroting the sounds around them; however, a deaf child does not hear these noises and, therefore, the child does not “develop their language” skills

Sound is another sensation and perception that is tested in infants. Studies have shown that infants are able to hear two months before they are born, so once they are born they immediately recognize the voice of