Hands and Voices: handsandvoices.org

Texas Hands and Voices: txhv.org

Early Language and Literacy Acquisition in Children with Hearing Loss study: www.ellastudy.org

CHLLD Lab Blog: elund40.wixsite.com/website

H&V Family Leadership in Language and Learning: www.handsandvoices.org/fl3/

Songs for Sound: songsforsound.com

Hearing First: www.hearingfirst.org

Texas Early Hearing Detection and Intervention: www.dshs.texas.gov/tehdi/

Lund, E. (2018). Pairing new words with unfamiliar objects: Comparing children with and without cochlear implants. Journal of Speech, Language and Hearing Research, 61, 2325 – 2336. Doi:10.1044/2018_JSLHR-L-17-0467.

Lund, E., & Schuele, C. M. (2017). Word-learning performance of children with and without cochlear implants given synchronous and asynchronous cues. Clinical Linguistics & Phonetics, 31, 777-790.

Lund, E., & Douglas, W. M. (2016). Teaching vocabulary to preschool children with hearing loss. Exceptional Children, 83, 26-41.

Lund, E., & Dinsmoor, J. (2016). Taxonomic knowledge of children with and without cochlear implants. Language, Speech, and Hearing Services in Schools, 47, 236-245.

Lund, E. (2016). Vocabulary knowledge of children with cochlear implants: A meta-analysis. Journal of Deaf Studies and Deaf Education, 21, 107-121.

Lund, E., Douglas, W. M., & Schuele, C. M. (2015). Semantic richness and word learning in children with hearing loss who are developing listening and spoken language: A single case design study. Deafness and Education International, 17, 163-175.

Lund, E., & Schuele, C. M. (2014). Effects of a word-learning training on children with cochlear implants. Journal of Deaf Studies and Deaf Education, 19, 68-84.

Bharadwaj, S., & Lund, E. (2018). Comprehension monitoring strategy intervention in children with hearing loss: A single case design study. Deafness and Education International, 20, 3-22.

Lund, E. (2017). Literacy Difficulties in the Face of Multiple Factors: Using a Team Approach. SIG 1: Perspectives of the ASHA Special Interest Groups, 2(1), 124-132.

Lund, E., Werfel, K., & Schuele, C. M. (2014). Phonological awareness and vocabulary performance of monolingual and bilingual preschool children with hearing loss. Child Language Teaching and Therapy, 31, 85-100.

Werfel, K., Lund, E., & Schuele, C. M. (2014). Print knowledge of preschool children with hearing loss. Communication Disorders Quarterly. 36, 107-111. DOI:10.1177/1525740114539002

Lund, E. (2018). The effects of parent training on vocabulary knowledge of young children with hearing loss. American Journal of Speech-Language Pathology. doi:10.1044/2018_AJSLP-16-0239.

Lund, E., & Schuele, C. M. (2015). Synchrony of maternal auditory and visual cues about unknown words to children with and without cochlear implants. Ear and Hearing, 36, 229-38.

This line of research explores how characteristics of children and their environments contribute to their vocabulary knowledge. Within the CHLLD lab, we have explored how mothers input new words to their children with and without cochlear implants (Lund & Schuele, 2015) and how the timing of auditory and visual input contributes to the words children know (Lund & Schuele, 2017). Most recently, we considered how children contribute to their own word-learning opportunities (Lund, 2018):

Did you know? Children with cochlear implants are less likely to ask about new objects (or toys) than their peers with normal hearing.

This line of research considers how monolingual English and bilingual Spanish-English speaking preschool children with hearing loss develop literacy skills. We have considered how the quantity of vocabulary knowledge relates to phonological awareness development (the sub-conscious awareness that words are made up of individual sounds; Lund, Werfel, & Schuele, 2015).  A current project funded by the NIDCD at the National Institutes of Health considers how quality of vocabulary knowledge in children with cochlear implants relates to phonological awareness development.

Did you know? Children with hearing loss follow different trajectories to develop literacy-related skills than children without hearing loss. Look for our ELLA study to find out more! #ELLAStudy

This line of research investigates how speech-language pathologists can best support parents to be their child’s primary language teacher. In a study funded by the American Speech Language Hearing Foundation, we found that parents of children learn to change their language input to their children in a very short period of time! However, we have more work to do to find out how to help parents maintain those habits over time (Lund, 2018).

Did you know? Children with hearing loss learn words best when those words are tied to other things they already know. For example, eating popcorn while teaching the word “popcorn” is a very effective way to teach that new word!

This line of research investigates how speech-language pathologists can best support parents to be their child’s primary language teacher. In a study funded by the American Speech Language Hearing Foundation, we found that parents of children learn to change their language input to their children in a very short period of time! However, we have more work to do to find out how to help parents maintain those habits over time (Lund, 2018).

Did you know? Children with hearing loss learn words best when those words are tied to other things they already know. For example, eating popcorn while teaching the word “popcorn” is a very effective way to teach that new word!

We are looking for children with and without hearing loss who are 4, 5, 6, or 7 years old.

Contact: Hearinglosslab@tcu.edu or call 817-257-4450 to participate!