Enhancing Practitioners' Skills: Implementing Research on Syntactic Impairment in Deaf and Hard of Hearing Children
As speech-language pathologists dedicated to improving outcomes for children, it is essential to stay informed about the latest research and integrate evidence-based practices into our therapy sessions. A recent study titled The Effect of Syntactic Impairment on Errors in Reading Aloud: Text Reading and Comprehension of Deaf and Hard of Hearing Children by Szterman and Friedmann (2020) provides valuable insights into the relationship between syntactic deficits and reading difficulties in Deaf and Hard of Hearing (DHH) children. Here, we discuss how practitioners can implement these findings to enhance their therapeutic approaches.
Understanding the Research Findings
The study examined 32 Hebrew-speaking DHH children aged 9;1–12;2 years, assessing their syntactic abilities and reading performance. The researchers found a significant connection between syntactic deficits and errors in reading aloud and text comprehension. Specifically, DHH children with syntactic impairments made more reading errors and had poorer comprehension than their peers with intact syntax, even though most did not exhibit dyslexia at the word level.
The main findings include:
- DHH children with syntactic deficits made significantly more errors in reading texts with syntactic movement (e.g., relative clauses, topicalized sentences) compared to texts without such structures.
- These children also showed poorer comprehension of texts with syntactic movement.
- The errors were not due to word-level reading difficulties but rather to challenges in understanding complex syntactic structures.
Implementing Research Findings in Therapy
To leverage these findings in clinical practice, consider the following strategies:
1. Early Identification and Intervention
Early assessment of syntactic abilities is crucial. Utilize comprehensive syntactic tests to identify children with potential deficits. Early intervention can mitigate the impact of syntactic impairments on reading and comprehension skills.
2. Tailored Reading Materials
When selecting reading materials, be mindful of the syntactic complexity. Gradually introduce texts with increasing syntactic movement, ensuring that children have the support needed to understand these structures. Use simpler sentences initially and progressively introduce more complex ones.
3. Explicit Syntactic Instruction
Incorporate explicit instruction on syntactic structures that are challenging for DHH children. Teach relative clauses, topicalization, and verb movement using visual aids, sentence diagramming, and hands-on activities. Break down complex sentences into simpler components to aid comprehension.
4. Encourage Self-Correction
Promote self-monitoring and self-correction during reading activities. Provide immediate feedback and encourage children to identify and correct their own errors. This practice can enhance their syntactic awareness and reading accuracy.
5. Multimodal Approaches
Utilize multimodal teaching methods, including visual, auditory, and kinesthetic approaches. For example, use sign language alongside spoken language to reinforce syntactic structures and support comprehension.
Encouraging Further Research
While the study by Szterman and Friedmann offers significant insights, continued research is essential. Practitioners are encouraged to contribute to the field by conducting studies on the effectiveness of various intervention strategies for DHH children with syntactic impairments. Sharing findings through professional networks and publications can help advance our collective understanding and improve therapeutic outcomes.
To read the original research paper, please follow this link: The Effect of Syntactic Impairment on Errors in Reading Aloud: Text Reading and Comprehension of Deaf and Hard of Hearing Children.
