The relationship between mild to moderate hearing loss and academic achievement in reading in elementary school children

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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Psycho-Social Variables of Elementary School Children with Spelling Difficulties in relation to their Academic Achievement

Issues and Ideas in Education ◽

10.15415/iie.2014.21004 ◽

2014 ◽

Vol 2 (1) ◽

pp. 39-52

Author(s):

G Lokanadha Reddy ◽

Bindu David ◽

G Susmitha

Keyword(s):

Academic Achievement ◽

Elementary School ◽

School Children ◽

Elementary School Children ◽

Social Variables

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The Relationship Between Articulatory Deficits and Syntax in Speech Defective Children

Journal of Speech and Hearing Research ◽

10.1044/jshr.1202.319 ◽

1969 ◽

Vol 12 (2) ◽

pp. 319-325 ◽

Cited By ~ 28

Author(s):

Thomas H. Shriner ◽

Mary Sayre Holloway ◽

Raymond G. Daniloff

Keyword(s):

Elementary School ◽

School Children ◽

Elementary School Children ◽

Control Group ◽

Normal Children ◽

The Relationship ◽

Experimental Group

The relationship between articulatory deficits and the development of syntax in children with severe articulation problems was investigated. Subjects in the experimental group were 30 normal elementary school children, enrolled in grades one through three, who had severe problems with articulation. Thirty normal children, free from any articulation errors, served as a control group. Children with defective articulation performed significantly less well in the areas of grammatical usage, and used shorter sentences. The relationship between phonological and syntactical errors is discussed, with implications for therapy.

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THE RELATIONSHIP BETWEEN AUDITORY REACTION TIME AND BODY BALANCE IN ELEMENTARY SCHOOL CHILDREN AT BAHA VILLAGE

Majalah Ilmiah Fisioterapi Indonesia ◽

10.24843/mifi.2019.v07.i03.p02 ◽

2019 ◽

Vol 7 (3) ◽

pp. 5

Author(s):

Putu Rian Pradhiva ◽

Ari Wibawa ◽

Ni Wayan Tianing

Keyword(s):

Elementary School ◽

Reaction Time ◽

School Children ◽

Elementary School Children ◽

Pearson Correlation ◽

Body Balance ◽

Increased Risk ◽

Data Output ◽

Auditory Reaction Time ◽

The Relationship

Balance in children is one of the most important things to notice during its development. Increased risk of loss ofbalance is often associated with a slow reaction time. The purpose of this study was to determine the relationshipbetween auditory reaction time and body balance in students at Elementary School in Baha village. This research wasconducted in March 2018 with cross sectional analytic study design. Samples were taken by simple random samplingmethod with 96 samples. The sample age range is 8 - 10 years. The independent variable is auditory reaction timemeasured using computerized reaction time test software. Dependent variable is body balance measured usingPediatric Balance Scale. The relationship between two variables was analyze using Pearson Correlation test. There isa significant correlation between auditory reaction time to body balance, based on data output from analysis withsignificance <? (p = 0,006). Furthermore, based on data output known Correlation Coefficient of -0.228 which meansthe existence of negative and linear relationship. There was a significant relationship between auditory reaction timeand body balance in elementary school children in Baha Village.Keywords: Reaction Time, Auditory, Balance, Children

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