A 10-year evaluation of effects of introducing total communication into a previously oral/aural school focused on student achievement levels and communication skills. Staff perceptions and test results have indicated important changes in both aspects, some of which may be attributable to direct intervention, legislative aspects, and greater…

Data are presented on the use of the Monterey Reading program, a multilevel individualized approach to teaching basic reading skills and improving decoding skills, with 21 hearing impaired students in the Charlotte-Mecklenburg (NC) school system. The Monterey program is further explained to provide built in reinforcement, measurable feedback for…

Evaluates effects of age of initial intervention on hearing-impaired children's academic achievement, social-emotional adjustment, and speech comprehension. Early intervention was not associated with improved performance in any dependent measures. (Author/BB)

Presented is the third year interim report of a 4-year longitudinal study comparing effectiveness of seven preschool programs which serve approximately 69 deaf children. Schools are seen to emphasize either an oral-aural, Rochester (oral-aural plus fingerspelling), or total communication approach to language development. Reported are the following…

Presented is the fourth year report of a 4-year longitudinal study comparing effectiveness of seven preschool programs for deaf children. Schools are seen to emphasize either an oral-aural, Rochester (Oral-aural plus finger spelling), or total communication method of instruction. Included in the report are a brief review of literature on…

An inclusive kindergarten class of students with and without hearing impairments is described. The "Education Together" program used total communication, a combination of whole language and basal instruction, behavior management techniques, and extensive teacher collaboration. Issues such as communication problems, discipline,…