{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T01:33:34Z","timestamp":1790904814247,"version":"4.1.0"},"reference-count":59,"publisher":"American Speech Language Hearing Association","issue":"6","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Perspect ASHA SIGs"],"published-print":{"date-parts":[[2020,12,17]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>The purpose of this article was to examine evidence that (a) published measures may tap different categories of print knowledge and result in disparate findings in the literature, (b) concept vocabulary knowledge in children with hearing loss may exacerbate deficits in conceptual print knowledge, and (c) concept vocabulary can be taught via direct instruction for preschool children with hearing loss.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>In Study 1, an item analysis of published print knowledge measures was performed to determine the prevalence of concept vocabulary in test items. Additionally, the performance on a conceptual print knowledge measure was compared for preschool children with and without hearing loss. In Study 2, four preschool children participated in a multiple probe across behaviors treatment design to determine if concept vocabulary could be explicitly taught to children with hearing loss.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results<\/jats:title>\n            <jats:p>Differences emerged in use of concept vocabulary on test items across the measures, which may explain disparate findings that have been reported in this area. Additionally, children with hearing loss performed lower than children with typical hearing on items that contained concept vocabulary but not on items that did not. Finally, we found initial evidence that direct instruction can improve concept vocabulary for children with hearing loss, and it might not be necessary to separately target each concept category.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusion<\/jats:title>\n            <jats:p>This series of studies lays groundwork for future research confirming a connection between conceptual print knowledge and conceptual vocabulary knowledge, and offers evidence for intervention that could be used clinically to teach conceptual vocabulary.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2020_persp-20-00023","type":"journal-article","created":{"date-parts":[[2020,8,17]],"date-time":"2020-08-17T15:04:22Z","timestamp":1597676662000},"page":"1366-1379","source":"Crossref","is-referenced-by-count":6,"title":["Teaching Vocabulary to Improve Print Knowledge in Preschool Children With Hearing Loss"],"prefix":"10.1044","volume":"5","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4992-3554","authenticated-orcid":false,"given":"Emily","family":"Lund","sequence":"first","affiliation":[{"name":"Davies School of Communication Sciences and Disorders, Texas Christian University, Fort Worth"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Carly","family":"Miller","sequence":"additional","affiliation":[{"name":"Department of Neurology, Memory and Aging Center and Dyslexia Center, University of California, San Francisco"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"W. Michael","family":"Douglas","sequence":"additional","affiliation":[{"name":"MED-EL North America, Durham, NC"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2599-4609","authenticated-orcid":false,"given":"Krystal","family":"Werfel","sequence":"additional","affiliation":[{"name":"Department of Communication Sciences and Disorders, University of South Carolina, Columbia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_1_2_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2011\/11-0086)"},{"key":"e_1_3_1_3_1","first-page":"241","volume-title":"The psychoeducational assessment of preschool children","author":"Boehm A. E.","year":"1991","edition":"2"},{"key":"e_1_3_1_4_1","volume-title":"Boehm-3 preschool: Boehm Test of Basic Concepts\u2013Third Edition. Examiner's manual","author":"Boehm A. E.","year":"2001"},{"key":"e_1_3_1_5_1","volume-title":"Bracken Basic Concept Scale\u2013Revised","author":"Bracken B. A.","year":"1998"},{"key":"e_1_3_1_6_1","volume-title":"Bracken Basic Concept Scale\u2013Third Edition: Receptive (BBCS-3: R)","author":"Bracken B. A.","year":"2006"},{"key":"e_1_3_1_7_1","doi-asserted-by":"publisher","DOI":"10.1002\/1520-6807(198601)23:1<95::AID-PITS2310230115>3.0.CO;2-L"},{"key":"e_1_3_1_8_1","doi-asserted-by":"publisher","DOI":"10.1353\/aad.2019.0018"},{"key":"e_1_3_1_9_1","doi-asserted-by":"publisher","DOI":"10.1093\/deafed\/enn011"},{"key":"e_1_3_1_10_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.95.3.465"},{"key":"e_1_3_1_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/0885-2006(87)90010-X"},{"key":"e_1_3_1_12_1","volume-title":"Peabody Picture Vocabulary Test\u2013Fourth Edition (PPVT-4)","author":"Dunn L. M.","year":"2007"},{"key":"e_1_3_1_13_1","doi-asserted-by":"publisher","DOI":"10.17955\/tvr.108.2.608"},{"key":"e_1_3_1_14_1","volume-title":"PTONI: Primary Test of Nonverbal Intelligence","author":"Ehrler D. J.","year":"2008"},{"key":"e_1_3_1_15_1","unstructured":"First. (2020). In Merriam-Webster.com dictionary. \nhttp:\/\/www.merriam-webster.com\/dictionary\/first"},{"key":"e_1_3_1_16_1","volume-title":"Young children's knowledge of relational terms: Some ifs, ors, and buts","author":"French L. A.","year":"2012"},{"key":"e_1_3_1_17_1","volume-title":"Arizona 3: Arizona Articulation Proficiency Scale\u2013Third Revision","author":"Fudala J. B.","year":"2000"},{"key":"e_1_3_1_18_1","volume-title":"Single subject research methodology in behavioral sciences","author":"Gast D. L.","year":"2010"},{"key":"e_1_3_1_19_1","volume-title":"Goldman-Fristoe Test of Articulation\u2013Second Edition (GFTA-2)","author":"Goldman R.","year":"2000"},{"key":"e_1_3_1_20_1","doi-asserted-by":"publisher","DOI":"10.1177\/1525740109348790"},{"key":"e_1_3_1_21_1","volume-title":"PALS-PreK Phonological Awareness Literacy Screening","author":"Invernizzi M.","year":"2001"},{"key":"e_1_3_1_22_1","volume-title":"TELD-3: Test of Early Language Development.","author":"Hresko W. P.","year":"1999"},{"key":"e_1_3_1_23_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2006\/024)"},{"key":"e_1_3_1_24_1","doi-asserted-by":"publisher","DOI":"10.1044\/1058-0360.0903.257"},{"key":"e_1_3_1_25_1","doi-asserted-by":"publisher","DOI":"10.1177\/026565900101700303"},{"key":"e_1_3_1_26_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2004\/018)"},{"key":"e_1_3_1_27_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2008\/07-0098)"},{"key":"e_1_3_1_28_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2009\/08-0058)"},{"key":"e_1_3_1_29_1","doi-asserted-by":"publisher","DOI":"10.1044\/1058-0360(2002\/043)"},{"key":"e_1_3_1_30_1","volume-title":"Kaufman Brief Intelligence Test\u2013Second Edition (KBIT-2)","author":"Kaufman A. S.","year":"2004"},{"key":"e_1_3_1_31_1","unstructured":"Kratochwill T. R. Hitchcock J. Homer R. H. Levin J. R. Odom S. L. Rindskopf D. M. & \nShadish W. R.\n (2010). Single case designs technical documentation. \nhttps:\/\/files.eric.ed.gov\/fulltext\/ED510743.pdf"},{"key":"e_1_3_1_32_1","doi-asserted-by":"publisher","DOI":"10.1093\/deafed\/enu022"},{"key":"e_1_3_1_33_1","volume-title":"Test of Preschool Early Literacy (TOPEL)","author":"Lonigan C. J.","year":"2007"},{"key":"e_1_3_1_34_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2007\/003)"},{"key":"e_1_3_1_35_1","doi-asserted-by":"publisher","DOI":"10.1353\/aad.0.0129"},{"key":"e_1_3_1_36_1","doi-asserted-by":"publisher","DOI":"10.1093\/deafed\/env060"},{"key":"e_1_3_1_37_1","doi-asserted-by":"publisher","DOI":"10.1177\/0014402916651848"},{"key":"e_1_3_1_38_1","doi-asserted-by":"publisher","DOI":"10.1179\/1557069X15Y.0000000004"},{"key":"e_1_3_1_39_1","doi-asserted-by":"publisher","DOI":"10.1177\/1525740119827264"},{"key":"e_1_3_1_40_1","volume-title":"Expressive One-Word Picture Vocabulary Test\u2013Fourth Edition (EOWPVT-4)","author":"Martin N. A.","year":"2010"},{"key":"e_1_3_1_41_1","volume-title":"Receptive One-Word Picture Vocabulary Test\u2013Fourth Edition (ROWPVT-4)","author":"Martin N. A.","year":"2010"},{"key":"e_1_3_1_42_1","doi-asserted-by":"publisher","DOI":"10.1080\/01443410903421323"},{"key":"e_1_3_1_43_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshd.4904.338"},{"key":"e_1_3_1_44_1","doi-asserted-by":"publisher","DOI":"10.1097\/AUD.0b013e318157f07f"},{"key":"e_1_3_1_45_1","volume-title":"Developing early literacy: Report of the National Early Literacy Panel","author":"National Early Literacy Panel","year":"2008"},{"key":"e_1_3_1_46_1","doi-asserted-by":"publisher","DOI":"10.17955\/tvr.114.1.742"},{"key":"e_1_3_1_47_1","doi-asserted-by":"publisher","DOI":"10.1111\/1460-6984.12140"},{"key":"e_1_3_1_48_1","article-title":"What you say, and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation","author":"Ramsook K. A.","year":"2019","journal-title":"Social Development"},{"key":"e_1_3_1_49_1","doi-asserted-by":"publisher","DOI":"10.1353\/aad.2018.0010"},{"key":"e_1_3_1_50_1","doi-asserted-by":"publisher","DOI":"10.1044\/2018_LSHSS-18-0015"},{"key":"e_1_3_1_51_1","volume-title":"The effect of family literacy interventions on children's acquisition of reading from kindergarten to grade 3: A meta-analytic review","author":"S\u00e9n\u00e9chal M.","year":"2006"},{"key":"e_1_3_1_52_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-8624.00417"},{"key":"e_1_3_1_53_1","doi-asserted-by":"publisher","DOI":"10.1097\/AUD.0000000000000219"},{"key":"e_1_3_1_54_1","doi-asserted-by":"publisher","DOI":"10.1111\/cdev.13158"},{"key":"e_1_3_1_55_1","doi-asserted-by":"publisher","DOI":"10.1080\/10349120600847706"},{"key":"e_1_3_1_56_1","doi-asserted-by":"publisher","DOI":"10.1044\/2017_LSHSS-17-0023"},{"key":"e_1_3_1_57_1","doi-asserted-by":"publisher","DOI":"10.1177\/1525740114539002"},{"key":"e_1_3_1_58_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.1998.tb06247.x"},{"key":"e_1_3_1_59_1","volume-title":"Expressive Vocabulary Test\u2013Second Edition (EVT-2)","author":"Williams K. T.","year":"2007"},{"key":"e_1_3_1_60_1","volume-title":"Preschool Language Scale\u2013Fifth Edition (PLS-5)","author":"Zimmerman I. L.","year":"2010"}],"container-title":["Perspectives of the ASHA Special Interest Groups"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/pubs.asha.org\/doi\/pdf\/10.1044\/2020_PERSP-20-00023","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2020,12,17]],"date-time":"2020-12-17T18:58:24Z","timestamp":1608231504000},"score":1,"resource":{"primary":{"URL":"http:\/\/pubs.asha.org\/doi\/10.1044\/2020_PERSP-20-00023"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2020,12,17]]},"references-count":59,"journal-issue":{"issue":"6","published-print":{"date-parts":[[2020,12,17]]}},"alternative-id":["10.1044\/2020_PERSP-20-00023"],"URL":"https:\/\/doi.org\/10.1044\/2020_persp-20-00023","relation":{},"ISSN":["2381-4764","2381-473X"],"issn-type":[{"value":"2381-4764","type":"print"},{"value":"2381-473X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2020,12,17]]}}}