A comparative analysis of the untrained lip reading ability of mothers of young hard of hearing children versus mothers of young normal hearing children

Abstract Background Lip-reading is considered an important skill which varies considerably among normal hearing and hearing impaired (HI) children. It helps HI children to perceive speech, acquire spoken language and acquire phonological awareness. Speech perception is considered to be a multisensory process that involves attention to auditory signals as well as visual articulatory movements. Integration of auditory and visual signals occurs naturally and automatically in normal individuals across all ages. Many researches suggested that normal hearing children use audition as the primary sensory modality for speech perception, whereas HI children use lip-reading cues as the primary sensory modality for speech perception. Aim of the Work The aim of this study is to compare the lip-reading ability between normal and HI children. Participants and methods This is a comparative descriptive case control study. It was applied on 60 hearing impaired children (cases) and 60 normal hearing children (controls) of the same age and gender. The age range was (3-8 years). The Egyptian Arabic Lip-reading Test was applied to all children. Results There was statistically significant difference between the total mean scores of the EALRT between normal and HI children. Conclusion The results of the study proved that normal children are better lip-readers than HI children of the matched age range.

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Naturalistic Use of Aspect Morphology in Deaf and Hard-of-Hearing Children

Journal of Child Language ◽

10.1017/s0305000921000180 ◽

2021 ◽

pp. 1-16

Author(s):

Kristina BOWDRIE ◽

Rachael Frush HOLT ◽

Andrew BLANK ◽

Laura WAGNER

Keyword(s):

Acoustic Signal ◽

Hard Of Hearing ◽

Normal Hearing ◽

Free Play ◽

Lexical Aspect ◽

Semantic Domain ◽

Play Session ◽

Grammatical Morphology ◽

Hearing Children ◽

Semantic Domains

Abstract Grammatical morphology often links small acoustic forms to abstract semantic domains. Deaf and hard-of-hearing (DHH) children have reduced access to the acoustic signal and frequently have delayed acquisition of grammatical morphology (e.g., Tomblin, Harrison, Ambrose, Walker, Oleson & Moeller, 2015). This study investigated the naturalistic use of aspectual morphology in DHH children to determine if they organize this semantic domain as normal hearing (NH) children have been found to do. Thirty DHH children (M = 6;8) and 29 NH children (M = 5;11) acquiring English participated in a free-play session and their tokens of perfective (simple past) and imperfective (-ing) morphology were coded for the lexical aspect of the predicate they marked. Both groups showed established prototype effects, favoring perfective + telic and imperfective + atelic pairings over perfective + atelic and perfective + atelic ones. Thus, despite reduced access to the acoustic signal, this DHH group was unimpaired for aspectual organization.

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Comments on “Linguistic Performance of Hard-of-Hearing and Normal-Hearing Children”

Journal of Speech and Hearing Research ◽

10.1044/jshr.1804.820 ◽

1975 ◽

Vol 18 (4) ◽

pp. 820-821

Author(s):

M. Irene Stephens

Keyword(s):

Hard Of Hearing ◽

Normal Hearing ◽

Linguistic Performance ◽

Hearing Children

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Linguistic Performance of Hard-of-Hearing and Normal-Hearing Children

Journal of Speech and Hearing Research ◽

10.1044/jshr.1702.286 ◽

1974 ◽

Vol 17 (2) ◽

pp. 286-293 ◽

Cited By ~ 14

Author(s):

Joseph Wilcox ◽

Henry Tobin

Keyword(s):

Public School ◽

Language Development ◽

Hard Of Hearing ◽

Normal Hearing ◽

Control Group ◽

Grammatical Form ◽

Linguistic Performance ◽

Hearing Children ◽

Experimental Group ◽

Repetition Task

A repetition task was employed to investigate syntactic patterns of hard-of-hearing children. The subjects were 11 students enrolled in public-school classes for the hard-of-hearing. A matching control group of normal-hearing children was selected from the same schools. It was found that both groups tended to use grammatical constructions rather than nongrammatical approximations. The hard-of-hearing group, however, achieved significantly lower means in each grammatical form tested, and tended to substitute simpler forms. This lower level of performance seemed to represent a difference of degree rather than kind, as the experimental group displayed linguistic performance similar to the control group but showed a general delay in language development.

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