Two studies investigated the effects of administration modifications on subtest scaled scores of the Wechsler-Intelligence Scale for Children-Revised (WISC-R). Performance scale rated different groups of 57 severely/profoundly hearing-impaired children. Total communication was found to result in higher scores on all subtests in the genetic and…

The Total Communication Choir of the Saginaw, Michigan, public schools integrates deaf and hearing elementary and junior high students in music performance. All students both sign and sing. Methods used to instruct the choir are described. (SJL)

Three groups of teachers (10 regular teachers talking to 10 normally hearing students, 10 teachers of the deaf using oral communication to oral deaf children, and teachers of the deaf talking and signing with children taught through a manually coded English system) were videotaped in spontaneous conversation and a storytelling task. Children were…

The gap between oral and manual production of the 159 profoundly deaf children in total communication programs indicated that spoken English did not develop simultaneously with manually coded English and that Ss educated in programs using manually coded English did not develop competence with early developing English syntax faster than those not…

Fourteen deaf elementary children (eight from total communication and six from oral classes) and seven non-hearing-impaired peers were given tasks designed to elicit spontaneous language. Results favored hearing children on all measures. When comparing the two deaf groups, few differences emerged in measures of verbal output and communicativeness.…

The problems and satisfactions of teaching deaf children are discussed in this interview with a teacher of the deaf. Uses of Ameslon and signed English, talking, and valuable teaching approaches are offered. (JD)

To be effective in providing a writing literacy program, regardless of communication approaches, educators should establish program-wide conditions that promote English writing literacy over time. The researcher's purpose for this study was to identify shared characteristics of writing intervention programs in three different communication school…

A Pearson product-moment correlation of .913 between the two instruments demonstrated overwhelming commonality and supported the hypothesis that the Wechsler Intelligence Scale for Children-Revised Performance score may provide a convenient alternative to the Hiskey-Nebraska when the score is computed using the Anderson and Sisco deaf norms and a…

The clinical records of 31 severely hearing impaired children (6 to 13 years old) who had attended a preschool nursery program were examined to determine which factors would predict aural/oral success. (Author)

Examined with 17 elementary level deaf children were the integration of deaf children with an oral, integrated instructional background with a deaf class with a total communication instructional background and the integration of deaf children with partial or total reliance on total communication with a hearing class. (SBH)

Six stages of a total communication intervention strategy to improve question comprehension skills in a profoundly hearing impaired subject (age 12) are described: (1) enhancing emergent skills; (2) manipulating wh-question forms; (3) increasing flexibility in wh-question responses; (4) developing questions in conversational context; (5) prompting…

To examine the link between deaf children's language abilities and their knowledge of, attitudes toward, and self-endorsements of cultural gender stereotypes, 46 deaf children between the ages of 5 and 12 years were given measures of gender-related attitudes, knowledge, and self-interests. Teachers were asked to rate children's ability with signed…

Deaf children (N=52) were administered a videotaped presentation of a vocabulary test under one of five conditions: Total Communication (TC) with audio; TC without audio; Manual Communication (MC) with no mouth movement; Oral Communication (OC) with audio; and OC without audio. Modes using MC or TC yielded performances significantly superior to OC…

Teachers can help deaf elementary students adjust to the total communication classroom setting by: evaluating signing skills; conducting a class orientation; submerging students in the sign language environment; using sign language vocabulary cards; offering sign language classes; encouraging peer tutoring; scheduling individual conferences; and…