Figure 2.

Distribution of the (A) mean duration, (B) word count rate per minute, and (C) phonemic diversity of children’s language input from teachers before (Cohort 1) and during COVID-19 (Cohort 2). Boxes represent the interquartile range, horizontal lines represent medians, whiskers represent error which is 1.5 times the interquartile range, and points outside of the boxes represent outliers outside of this range. Asterisks represent significant differences related to Cohort. ^*p < 0.05, ^**p < 0.01. Children observed during COVID-19 (Cohort 2) were exposed to more teacher words per minute but less phonemically diverse teacher speech than children observed before COVID-19 (Cohort 1). Children with hearing loss were exposed to teacher vocalizations that were longer in duration, more teacher words per minute, and more phonemically diverse teacher speech.