I have a kindergarten who is in a mainstream school. We are currently getting a TOD for a hour a day, interpreter all day ans speech 3 days a week. She is testing above all of her hearing peers and are hopes are to keep it that way. We are currently using total communication and just recently had another hearing test. During this test the audiologist worked on her repeating her words which she is only getting 30% accurate. So are there any studies or research that say how we can help her. To us we know that she is using all of her skills and we are extremely proud of her.
From your question, I am not sure what type (if any) listening device your child is using. Hearing aids? Cochlear Implant? The other question I have is when was her hearing loss first suspected and/or confirmed. The exciting things are that she is performing as well as (and it looks like even better than) her peers. This index should bring you comfort that you are on the right path. I am reading between the lines a bit, but your information that she is repeating words at 30% accuracy indicates that she working hard to derive information from the listening-only condition. Again, I am assuming that the 30% number is representing that the test condition is “listening only.” I wonder how she does with “auditory- plus vision” condition, that is, does her score improve when she can listen and speech-read? If she has 50% accuracy when she is able to speech-read, we can assume she is using both vision and audition to understand speech that is spoken. Without more information it is hard to give advice, but here is what I know. We have research that indicates that there is a relationship between how well a deaf child uses sound cues and their eventual speech and reading scores. Having said that, in looking at one study, I can tell you that for 72 children who had four years of Cochlear Implant listening experience, guess what their average score on a word repetition task was? 35%. This tells us that your daughter is within the average range of deaf children for listening. My advice would be to target her ability to increase her word discrimination skills. Work on her ability to listen to and identify a closed set of words (vocabulary lists from her school units). Play listening games where you pronounce a word from a list and have her guess which word you said. Do this where she first watches you say the word, then when she is pretty accurate, stand behind her so she cannot see you and see if can understand the word. Another task is to have her tell you if two words “sound alike”. Let her watch you as you say two words that either rhyme (pick, kick) or do not rhyme (walk, doctor). When she is accurate at this task you can again make it harder by standing behind her as you pronounce the words. As her listening skills improve, you can then have her listen to a word and repeat it. Say “pink” when she is accurate with that do a “switch up” Now say “pink” without the /p/ sound (target: ink). These types of listening practice games will increase her phoneme (individual sound) awareness and ultimately yield a payoff for developing reading skills.