Children with hearing loss often attend inclusive preschool classrooms aimed at improving their spoken language skills. Although preschool classrooms are fertile environments for vocal interaction with peers, little is known about the dyadic processes that influence children's speech to one another and foster their language abilities and how these processes may vary in children with hearing loss. We used new objective measurement approaches to identify and quantify children's vocalizations during social contact, as determined by children's proximity and mutual orientation. The contributions of peer vocalizations to children's future vocalizations and language abilities were examined in oral language inclusion classrooms containing children with hearing loss who use hearing aids or cochlear implants and their typically hearing peers. Across over 600 hours of recorded vocal interactions of 29 2.5–3.5 year olds (16 girls) in 3 cohorts of children in a classroom, we found that vocalizations from each peer on a given observation predicted a child's vocalizations to that same peer on the subsequent observation. Children who produced more vocalizations to their peers had higher receptive and expressive language abilities, as measured by a standardized end-of-year language assessment. In fact, vocalizations from peers had an indirect association with end-of-year language abilities as mediated by children's vocalizations to peers. These findings did not vary as a function of hearing status. Overall, then, the results demonstrate the importance of dyadic peer vocal interactions for children's language use and abilities.

听力损失儿童经常参加旨在提高口语技能的包容性学前班教室。尽管学前班教室是与同龄人进行声音互动的肥沃环境，但人们对影响儿童之间的言语并培养他们的语言能力的二元过程以及这些过程在听力损失儿童中有何不同却知之甚少。我们使用新的客观测量方法来识别和量化儿童在社交接触过程中的发声，这取决于儿童的接近程度和相互取向。在包含使用助听器或人工耳蜗的听力损失儿童及其正常听力同龄人的口语包容性教室中，研究了同伴发声对儿童未来发声和语言能力的贡献。在教室中 3 组儿童中 29 名 2.5-3.5 岁儿童（16 名女孩）录制的 600 多个小时的声音互动中，我们发现每个同伴在给定观察中的发声可以预测孩子在随后的观察中对同一同伴的发声。观察。根据标准化的年终语言评估衡量，那些向同龄人发出更多声音的孩子具有更高的语言接受和表达能力。事实上，发声 根据标准化的年终语言评估衡量，那些向同龄人发出更多声音的孩子具有更高的语言接受和表达能力。事实上，发声 根据标准化的年终语言评估衡量，那些向同龄人发出更多声音的孩子具有更高的语言接受和表达能力。事实上，发声来自同龄人的声音与年终语言能力存在间接关联，这是由儿童对同龄人的发声所介导的。这些发现并不随着听力状态的变化而变化。总的来说，结果证明了二元同伴声音互动对儿童语言使用和能力的重要性。