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French-St. George, Marilyn – Volta Review, 1986
The chapter defines speech perception, raises such questions as the nature of acoustical correlates of linguistic units, reviews available information on the auditory capabilities of hearing impaired listeners (such as detection of the time/intensity envelope and temporal resolution), and addresses the relationship between auditory skills and…
Descriptors: Acoustics, Aural Learning, Hearing Impairments, Hearing Therapy

Fisher, Etta; Schneider, Kay – Volta Review, 1986
The development of speech and language skills in hearing impaired children at the preschool level is discussed in terms of a model of communication which includes listening, speech and language, social interaction, cognition, and academics. Sample learning activities illustrate the incorporation of multiple objectives into one lesson. (DB)
Descriptors: Cognitive Development, Communication Skills, Hearing Impairments, Hearing Therapy

Paterson, Marietta – Volta Review, 1986
Technical (e.g., the need for more audiologists) and educational (e.g., the need for personnel preparation) considerations are examined in terms of maximizing the use of residual hearing with hearing impaired students. Historical and current approaches to auditory training are discussed, as is the role of prosody in spoken language comprehension,…
Descriptors: Aural Learning, Elementary Secondary Education, Expressive Language, Hearing Impairments

Volta Review, 1986
The introduction to the monograph on auditory learning summarizes the responses of 13 authorities on the education of the hearing impaired to the question: "What is unique about an auditory approach to spoken language development?" Responses are organized into categories (e.g., use of sense modalities, benefits, integration, parent involvement).…
Descriptors: Auditory Perception, Aural Learning, Elementary Secondary Education, Hearing Impairments

Tye-Murray, Nancy; Tyler, Richard S. – Journal of Speech and Hearing Disorders, 1988
Continuous discourse tracking, when used as a test of the effectiveness of aural rehabilitation strategies, has numerous uncontrolled variables related to the sender, the receiver, the text materials, and repeated presentations. Tracking is inappropriate for across-subject designs, and acceptable for within-subject test designs only when stringent…
Descriptors: Auditory Perception, Auditory Training, Discourse Analysis, Evaluation Problems

Robbins, Amy McConkey – Topics in Language Disorders, 2003
Discussion of communication intervention with very young children who have cochlear implants examines: (1) the developmental appropriateness of materials and procedures; (2) behavior and compliance issues; (3) the need for less didactic instruction and more incidental learning emphasis; and (4) recognition of the home as the primary venue for…
Descriptors: Child Development, Cochlear Implants, Early Childhood Education, Early Intervention

Marlowe, Judith A. – Volta Review, 1993
Early identification of hearing loss and provision of amplification as close to birth as possible can facilitate collaboration of the audiologist, therapist, and parents in providing the child with optimal use of aided residual hearing for the purpose of listening and processing language. The philosophy underlying the auditory-verbal intervention…
Descriptors: Early Identification, Early Intervention, Evaluation, Hearing Aids

Masterson, Julie J. – Language, Speech, and Hearing Services in Schools, 1995
This introductory article to a clinical forum on computer applications in language, speech, and hearing services in the schools notes the relatively infrequent use of computers for clinical applications. It notes the forum's effort to identify common professional activities and evaluate computer options that may facilitate effective implementation…
Descriptors: Clinical Diagnosis, Communication Disorders, Computer Uses in Education, Elementary Secondary Education