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Speech Production and Speech Discrimination by Hearing-Impaired Children.
Peer reviewed Peer reviewed
Novelli-Olmstead, Tina; Ling, Daniel – Volta Review, 1984
Seven hearing impaired children (five to seven years old) assigned to the Speakers group made highly significant gains in speech production and auditory discrimination of speech, while Listeners made only slight speech production gains and no gains in auditory discrimination. Combined speech and auditory training was more effective than auditory…
Descriptors: Auditory Discrimination, Auditory Training, Elementary Education, Hearing Impairments
The Spoken Language of Teachers and Pupils in the Education of Hearing-Impaired Children.
Peer reviewed Peer reviewed
Huntington, Alan; Watton, Faval – Volta Review, 1986
Spoken language of 24 teachers and 131 hearing impaired students (6, 10, and 14-year levels) were analyzed for sentence length and complexity. Results revealed that the oral-alone (OA) teachers in OA institutions created richer language environments and helped children display relatively enhanced oral linguistic growth compared to laissez faire…
Descriptors: Elementary Education, Hearing Impairments, Language Acquisition, Oral Communication Method
Efficacy of Word Training vs. Syllable Training on Articulatory Generalization by Severely Hearing-Impaired Children.
Peer reviewed Peer reviewed
Abraham, Suzanne; Weiner, Frederick – Volta Review, 1985
The efficacy of speech training using meaningful versus nonmeaningful verbal stimuli with 10 severely and profoundly hearing-impaired elementary children was investigated. Results indicated that both syllable and word training improved imitative production of target phonemes in trained contexts. Word training was significantly more effective for…
Descriptors: Articulation (Speech), Deafness, Elementary Education, Generalization
Generalization of Speech Skills in Hearing-Impaired Children.
Peer reviewed Peer reviewed
Perigoe, Christina; Ling, Daniel – Volta Review, 1986
The study examined whether two groups of profoundly hearing-impaired children (N=12) could learn and generalize phonetic-level speech skills into spoken language. One group was trained using content words, the other function words. Both groups made equal gains in speech, but the function group also gained in two language measures. (DB)
Descriptors: Children, Deafness, Elementary Education, Generalization
The Dilemma of Identifying Learning Disabled Hearing-Impaired Students.
Peer reviewed Peer reviewed
Powers, Ann – Volta Review, 1988
A teacher, speech-language pathologist, school principal, and audiologist rated 27 hearing-impaired elementary students on effective use of language, speech, and sign language and on presence of a learning disability and/or behavior problem. Ratings were compared with each other and with test scores purporting to identify learning disabilities or…
Descriptors: Behavior Disorders, Diagnostic Tests, Educational Diagnosis, Elementary Education
The Role of Language Competence on Comprehension of Television Messages by Children with Hearing Impairments.
Peer reviewed Peer reviewed
Maxon, Antonia Brancia; Welch, Alicia J. – Volta Review, 1992
This study of 26 children (ages 8-12) with hearing impairment found that the degree of hearing loss and spoken language competence independently affected the ability to understand the information presented on commercial and educational television programs. Language skills were a stronger predictor of comprehension than the degree of hearing loss.…
Descriptors: Children, Comprehension, Elementary Education, Hearing Impairments