ASL Skills, Fingerspelling Ability, Home Communication Context and Early Alphabetic Knowledge of Preschool-Aged Deaf Children

2015 ◽  
Vol 15 (3) ◽  
pp. 233-265 ◽  
Author(s):  
Thomas E. Allen
1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.


1971 ◽  
Vol 36 (4) ◽  
pp. 527-537 ◽  
Author(s):  
Norman P. Erber

Two types of special hearing aid have been developed recently to improve the reception of speech by profoundly deaf children. In a different way, each special system provides greater low-frequency acoustic stimulation to deaf ears than does a conventional hearing aid. One of the devices extends the low-frequency limit of amplification; the other shifts high-frequency energy to a lower frequency range. In general, previous evaluations of these special hearing aids have obtained inconsistent or inconclusive results. This paper reviews most of the published research on the use of special hearing aids by deaf children, summarizes several unpublished studies, and suggests a set of guidelines for future evaluations of special and conventional amplification systems.


1971 ◽  
Vol 36 (3) ◽  
pp. 397-409 ◽  
Author(s):  
Rachel E. Stark

Real-time amplitude contour and spectral displays were used in teaching speech production skills to a profoundly deaf, nonspeaking boy. This child had a visual attention problem, a behavior problem, and a poor academic record. In individual instruction, he was first taught to produce features of speech, for example, friction, nasal, and stop, which are present in vocalizations of 6- to 9-month-old infants, and then to combine these features in syllables and words. He made progress in speech, although sign language and finger spelling were taught at the same time. Speech production skills were retained after instruction was terminated. The results suggest that deaf children are able to extract information about the features of speech from visual displays, and that a developmental sequence should be followed as far as possible in teaching speech production skills to them.


1998 ◽  
Vol 23 (4) ◽  
pp. 372-372 ◽  
Author(s):  
Nikolopoulos ◽  
Archbold ◽  
O'donoghue

1986 ◽  
Vol 22 (5) ◽  
pp. 691-700 ◽  
Author(s):  
Amy R. Lederberg ◽  
Helena B. Ryan ◽  
Bonnie L. Robbins

1980 ◽  
Vol 25 (7) ◽  
pp. 552-553
Author(s):  
MARY JOE OSBERGER

2010 ◽  
Author(s):  
Heather Bortfeld ◽  
Alec B. G. Sevy ◽  
Theodore J. Huppert ◽  
Ross E. Tonini ◽  
Michael S. Beauchamp ◽  
...  

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