Our study investigated the differences in speech performance and neurophysiological response in groups of school-age children with unilateral hearing loss (UHL) who were otherwise typically developing (TD). We recruited a total of 16 primary school-age children for our study (UHL = 9/TD = 7), who were screened by doctors at Shin Kong Wu-Ho-Su…

The authors evaluated the research base relative to technology use with deaf and hard of hearing students, examining 29 peer-reviewed studies published January 2000-August 2013 that used technology-based intervention (multimedia instructional applications/software) and investigating its effects on academic variables (academic skills used in…

The researchers explored the effectiveness of Visual Phonics as a reading instructional tool when used in conjunction with a modified version of the Fountas and Pinnell Kindergarten Phonics Curriculum (Fountas & Pinnell, 2002) with a preschool student who was deaf. The study participant was a 4-year-old deaf child who had a cochlear implant.…

The article discusses a concept of speech instruction based on the definition of speech as oral communication. The goal of speech instruction is the development of spoken language abilities for both production and perception. Six specific skill areas and three levels of learning are identified as fundamental to the development of these abilities.…

A computer based dynamic orometer is described which was developed to study deaf speech and the visual-vocal linkage paralleling the auditory-vocal channel of hearing children. Preliminary results are reported for oral sensory-motor control, speech production, and acoustic findings. (Author/CL)

The computer assisted speech tool approach is designed to facilitate record keeping and prescriptive teaching for individual deaf students. The program produces a personalized listing of the student's current level of speech skill in profile form and a description of the instructional sequence for six appropriate speech subskills. (Author/CL)

The speech intelligibility of 21 hearing-impaired adolescents was measured by the National Technical Institute for the Deaf (NTID) rating scale, the Speech Intelligibility Evaluation, and the Speech Intelligibility Test for Deaf Children. The practical advantages and disadvantages of each procedure are discussed and recommendations made for their…

A descriptive study of the incidence of semi-intelligible or better speech among 108 National Technical Institute for the Deaf students with congenital hearing loss greater than 91 decibels is presented. (Author/PHR)

The special issue with 21 articles reports a study by the Central Institute of the Deaf (Missouri) to design a small, "ideal" program for elementary age deaf children, given the condition that cost, staff, materials, and space were no problems. (SB)

The National Technical Institute for the Deaf (NTID) uses a unique, individualized, Self-Instruction Lab to improve students' communication skills. The lab provides students with supplemental independent classroom practice that helps lessen time demands for the teacher. (Author/PHR)

Attempts to improve speech production and self-monitoring skills by 10 hearing-impaired subjects (ages 17-24) using visual feedback from the Speech Spectrographic Display and feedback from a speech-language pathologist were compared. Speech production improved significantly under both conditions but self-monitoring skills did not. No significant…

The paper presents four research projects in process in the Communication Sciences Laboratory at the National Technical Institute for the Deaf. These projects illustrate four broad areas of research on the relationships between higher order information processing systems and the communication skills and problems exhibited by deaf people. (Author)

Speech, speechreading, and manual reception skills of 78 deaf students were evaluated over a 2-year interval of residency at the National Technical Institute for the Deaf (NTID) in order to determine the relative stability of these skills within an integrated environment which stresses the use of amplification and oral-aural instruction. (Author)

This study compared teachers' ratings of the speech intelligibility and receptive communication skills of 15 severely deaf and 15 profoundly deaf students using five methods of communication; and students' scores on tests of these receptive communication methods. Teachers' ratings generally were lower than test scores, with low correlations…