The study analyzed the dyadic conversational speech of two hearing-impaired twin boys trained in simultaneous communication. Results indicated the adolescents used an integrated bimodal form of English with a grammatical base that did not vary as a function of the presence or absence of simultaneous signs. (Author/DB)

Seventy-six children with cochlear implants completed a nonword repetition task. The children were presented with 20 nonword auditory patterns over a loudspeaker and were asked to repeat them aloud to the experimenter. The children's responses were recorded on digital audiotape and then played back to normal-hearing adult listeners to obtain…

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…

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…

In a study involving 20 Down's Syndrome children and 4 normal but language delayed preschoolers, standardized change score analyses revealed that the total communication group scored significantly higher on the Expressive scale and in the number of acquired signs. (Author/CL)

Discusses the data from an analysis of Simulataneous Communication, a basically bimodal English with full English being presented in the speech channel and a systematically abbreviated form of English presented in the sign channel. Data suggest that the notion of a bilingual continuum needs to be reconsidered. (SED)

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.…

Two elementary hearing impaired students showed their ability to demonstrate which of several languages and/or systems was the most beneficial to them as an instructional communication tool. Findings had implications for teachers wishing to match language of instruction to the child's language preferences. (Author/CL)

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)

A study involving 12 hearing sign language users examined the effect of the signing task on temporal features of speech during simultaneous communication (SC). Results indicated longer sentence duration for SC than speech-only conditions, and longer anticipatory duration of the diphthong and interword interval preceding the experimental words.…

The study compared scores on a literacy battery of hearing-impaired subjects exposed to either an instructional communication system that attempts to completely encode a language (e.g. oral English, Signing Exact English) or to signed systems that incompletely encode spoken English. Students using the completely encoded language tended to perform…

A mother of a hearing-impaired two year old offers examples of utilizing siblings (who have learned sign language) to foster the language development and socialization of the younger child. (DB)

This study investigated speaking rate and voice onset time (VOT) in speech produced during simultaneous communication (SC) by speakers with normal hearing. The somewhat enlarged voicing contrast during SC was consistent with previous findings regarding the influence of rate changes on the temporal fine structure of speech and voicing contrast…

The study demonstrated the utility of the alternating treatments design in determining the most efficacious language training approach with mentally retarded children. Oral communication, total communication, and modified total communication were each used with two children in three trials. The preferred approach was consistent within each subject…