Academic Success of Integrated Hearing-Impaired Pupils Who Had Enrolled in the Early Written-Oral Language Program

1992 ◽  
Vol 19 (3) ◽  
pp. 161-167
Author(s):  
Masako Notoya ◽  
Shigetada Suzuki ◽  
Mitsuru FurukawaD
Keyword(s):  
Academic Success ◽  
Oral Language ◽  
Hearing Impaired ◽  
Language Program

scholarly journals Use of nouns and verbs in the oral narrative of individuals with hearing impairment and normal hearing between 5 and 11 years of age

2013 ◽  
Vol 131 (5) ◽  
pp. 289-295 ◽  
Author(s):  
Erica Endo Amemiya ◽  
Barbara Niegia Garcia Goulart ◽  
Brasilia Maria Chiari
Keyword(s):  
Hearing Impairment ◽  
Oral Language ◽  
Speech Therapy ◽  
Oral Communication ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Oral Narrative ◽  
School Type ◽  
Cross Sectional ◽  
Significant Difference

CONTEXT AND OBJECTIVE: Nouns and verbs indicate actions in oral communication. However, hearing impairment can compromise the acquisition of oral language to such an extent that appropriate use of these can be challenging. The objective of this study was to compare the use of nouns and verbs in the oral narrative of hearing-impaired and hearing children. DESIGN AND SETTING: Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo. METHODS: Twenty-one children with moderate to profound bilateral neurosensory hearing impairment and twenty-one with normal hearing (controls) were matched according to sex, school year and school type. A board showing pictures was presented to each child, to elicit a narrative and measure their performance in producing nouns and verbs. RESULTS: Twenty-two (52.4%) of the subjects were males. The mean age was 8 years (standard deviation, SD = 1.5). Comparing averages between the groups of boys and girls, we did not find any significant difference in their use of nouns, but among verbs, there was a significant difference regarding use of the imperative (P = 0.041): more frequent among boys (mean = 2.91). There was no significant difference in the use of nouns and verbs between deaf children and hearers, in relation to school type. Regarding use of the indicative, there was a nearly significant trend (P = 0.058). CONCLUSION: Among oralized hearing-impaired children who underwent speech therapy, their performance regarding verbs and noun use was similar to that of their hearing counterparts.

scholarly journals The Effect of Brain Gym Exercises on Self- Esteem and Sensory Processing Speed on High School Hearing Impaired Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Juliana Jecinth R. B ◽  
Prof. A. Velayudhan
Keyword(s):  
Academic Success ◽  
Sensory Processing ◽  
Processing Speed ◽  
Self Esteem ◽  
Hearing Impaired ◽  
Post Intervention ◽  
Brain Gym ◽  
Significant Difference ◽  
Educational Kinesiology ◽  
Hearing Impaired Students

Sensory integration is one of the most important types of sensory processing which requires left and right hemispheric coordination. It is a challenge especially in the case of differently-abled children. One way to help differently-abled students achieve academic success is to have positive self-esteem. The present research paper has tried to use Brain Gym exercises on hearing impaired children. The results of the educational kinesiology exercises have been ascertained using Stroop test and self-esteem questionnaire.  The subjects who are selected for the study were hearing impaired students (N=30) between the age group of 15-20 who were given practices on 10 different types of Educational Kinesiology exercises for 45 days continuously.  The results of the pre and post intervention were assessed using paired sample t-test and significant difference in terms of improvements were found in the hearing impaired students on both the sensory processing speed and self-esteem.

scholarly journals Profil Keluarga Tunarungu di Bungus Teluk Kabung

2019 ◽  
Vol 4 (3) ◽  
pp. 35-44
Author(s):  
Rahmatul Yulia Syaputri ◽  
Irdamurni Irdamurni
Keyword(s):  
Special Needs ◽  
Oral Language ◽  
Environmental Perception ◽  
Qualitative Approach ◽  
Hearing Impaired ◽  
Family Tree ◽  
Case Study Method ◽  
The Family ◽  
People’S Perception

Every parent who has a child would want to nurture and educate him, as well as families who have limitations or have special needs, especially in deaf families, this study explains the profile of deaf families who live in the Bungung Bay Subdistrict of Kabung Bay, the family numbered seven people, among them there was a father, mother and five other children and all of them were hearing impaired, living in remote and without electricity. This family lives with various limitations, including hearing and economic limitations, they live independently and help one another. This research will reveal the family tree, faktors causing disability, environmental perception and interaction of the deaf family in the environment. This research uses a case study method with a qualitative approach. the results show that this family is a very friendly and polite family with everyone. while the faktors that cause disability are due to hereditary faktors and are supported by environmental faktors. this is because this family lives in a remote place and far from the community. people's perception of this family is very good and they communicate using oral language and gestures to everyone. 

Cognitive Processing and Narrative Discourse Production in Children with ADHD

2009 ◽  
Vol 39 (3) ◽  
pp. 326-335 ◽  
Author(s):  
Sharon Moonsamy ◽  
Heila Jordaan ◽  
Kirston Greenop
Keyword(s):  
Academic Success ◽  
Cognitive Processing ◽  
Oral Language ◽  
Personal Narrative ◽  
Narrative Discourse ◽  
Assessment System ◽  
Attention Deficits ◽  
Oral Narratives ◽  
Oral Narrative ◽  
Children With Adhd

Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have cognitive processing difficulties due to their disinhibition and attention deficits, which influence their scholastic performance. Cognitive processing also impacts on the production of oral narratives, an essential skill required for academic success. Therefore the relationship between cognitive processing and oral narratives is investigated. Thirty males, aged 9–11 years, were selected from English medium remedial schools and were assessed on the Cognitive Assessment System (CAS). The results were correlated to their performance on two narrative tasks, involving a Picture Sequence and a Personal Narrative. Measures of Cohesion and Coherence were analysed quantitatively. Participants' low Planning and Attention scores in this study confirmed the validity of the CAS as a diagnostic device for ADHD but were not significantly related to their oral narrative production. However, their approach to the task indicated insufficient use of planning. The structured task (picture sequence) yielded more complex stories than the unstructured task (personal narrative), which may be reflective of the participants' attention deficits. The findings suggest that narrative measures are useful instruments for oral language evaluation in children with ADHD. In addition, the importance of understanding oral narratives within a therapeutic situation is important for both therapist and child.

The Role of the Speech-Language Pathologist in Whole Language

1990 ◽  
Vol 21 (4) ◽  
pp. 228-237 ◽  
Author(s):  
Carol E. Westby
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Oral Language ◽  
Whole Language ◽  
Learning Disabled ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Programs ◽  
Oral Language Proficiency ◽  
Speech Language Pathologist

Many schools are implementing whole language methodology in the teaching of reading and writing. Whole language programs assume that children have a certain degree of oral language proficiency. For language-learning disabled students, such assumptions may be incorrect. The whole language literacy movement provides an excellent opportunity for speech-language pathologists to work as an integral part of the school team seeking to build literacy. This article presents a framework for understanding the pragmatic, semantic, syntactic, text, and phonological aspects of language that underlie both oral and written communication and gives suggestions for ways speech-language pathologists can assess children's language skills that are essential for success in a whole language program.

Integrated Spoken and Written English Instruction for the Hearing-Impaired Student

1983 ◽  
Vol 48 (4) ◽  
pp. 415-422 ◽  
Author(s):  
Jacquelyn F. Kelly ◽  
Robert L. Whitehead
Keyword(s):  
Oral Language ◽  
Speech Intelligibility ◽  
Language Instruction ◽  
Hearing Impaired ◽  
Control Group ◽  
Integrated Instruction ◽  
Spoken English ◽  
Oral Expression ◽  
English Instruction ◽  
Experimental Group

This study was designed to investigate the effect of integrated instruction in both spoken and written English on oral expression of hearing-impaired persons. Twenty-five hearing-impaired young adults were enrolled in English courses that focused on reading and writing skills only (control group) or on reading, writing, and complementary oral language instruction (experimental group). The experimental group demonstrated significant improvement in grammatical correctness of spoken English and in speech intelligibility, while the control group failed to demonstrate a significant improvement in these areas.

Hearing-Impaired Children’s Comprehension and Production of Syntax in Oral Language

1973 ◽  
Vol 16 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Lucille McKinney Pressnell
Keyword(s):  
Oral Language ◽  
Hearing Impaired ◽  
Contributing Factors ◽  
Normal Children ◽  
Auditory Cues ◽  
Verb Constructions ◽  
Oral Language Skills ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

The acquisition and development of syntax in oral language for 47 congenitally hearing-impaired children between the ages of five years and 13 years, three months, was compared with that of normal children. The Northwestern Syntax Screening Test was administered and a 50-sentence spontaneous-language sample was scored and analyzed. In addition to the significant differences found in the rate of acquisition of syntax in favor of the normal children, some differences were found in the sequential order of development for particular verb constructions. The investigator hypothesized that such differences were related to the teaching order in the classroom and to the degree of visual-auditory cues inherent in the language constructions for the hearing-impaired children. Information from the case histories was used in an attempt to identify the factors contributing to the development of syntax for the hearing-impaired subjects. Of the six factors considered, only chronologic age and severity of hearing impairment were identified as contributing factors for these subjects. However, those hearing-impaired children who have achieved good oral language skills would be attending schools with hearing children and, therefore, were not represented in this study.

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