scholarly journals DICHOTIC RIGHT EAR ADVANTAGE FOR SPEECH PERCEPTION IN HEARING IMPAIRED CHILDREN : RELATION OF LATERALIZATION-SCORE AND AIDED EAR IN DICHOTIC LISTENING

1983 ◽  
Vol 21 (1) ◽  
pp. 12-20
Author(s):  
TOMOYOSHI YOSHINO
Keyword(s):  
Speech Perception ◽  
Dichotic Listening ◽  
Hearing Impaired ◽  
Ear Advantage ◽  
Right Ear Advantage ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Dichotic Listening in Hearing-Impaired Children

1971 ◽  
Vol 14 (4) ◽  
pp. 793-803 ◽  
Author(s):  
Agnes H. Ling
Keyword(s):  
Dichotic Listening ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
The Other ◽  
Impaired Hearing ◽  
Intersubject Variability ◽  
Impaired Group ◽  
Ear Advantage ◽  
Impaired Children ◽  
Hearing Impaired Children

Ear asymmetry for dichotic digits was used in an attempt to estimate speech laterality in 19 children with impaired hearing and 19 with normal hearing. Sequences of digits were also presented monaurally. The normal-hearing group was significantly superior to the hearing-impaired in the recall of both monaural and dichotic digits. No ear advantage was observed for either group on the monaural test. Right-ear dichotic scores were significantly superior for the normal-hearing group, but intersubject variability resulted in a nonsignificant right-ear trend for the hearing-impaired group, with individuals showing marked right- or left-ear advantage. No correlation was found between degree of ear asymmetry on the dichotic test and vocabulary scores for hearing-impaired subjects. Both members of a dichotic pair were rarely reported by hearing-impaired subjects, with one digit apparently masking or suppressing the other. It was concluded that speech lateralization could not safely be inferred from dichotic digit scores of hearing-impaired children.

The effect of harmonic training on speech perception in noise in hearing-impaired children

2021 ◽  
pp. 110845
Author(s):  
Abdollah Moossavi ◽  
Saeideh Mehrkian ◽  
Nasrin Gohari ◽  
Mohammad Ali Nazari ◽  
Enayatollah Bakhshi ◽  
...  
Keyword(s):  
Speech Perception ◽  
Hearing Impaired ◽  
Speech Perception In Noise ◽  
Impaired Children ◽  
Hearing Impaired Children

Classroom acoustics IV: Speech perception of normal‐hearing and hearing‐impaired children in classrooms

1998 ◽  
Vol 103 (5) ◽  
pp. 3063-3063
Author(s):  
Carl C. Crandell ◽  
Gary W. Siebein ◽  
Martin A. Gold ◽  
Mary Jo Hasell ◽  
Philip Abbott ◽  
...  
Keyword(s):  
Speech Perception ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Classroom Acoustics ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Comparison between lip-reading ability in normal and hearing impaired children

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
A M Saad ◽  
M A Hegazi ◽  
M S Khodeir
Keyword(s):  
Speech Perception ◽  
Reading Ability ◽  
Sensory Modality ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Lip Reading ◽  
Hearing Children ◽  
Age Range ◽  
Impaired Children ◽  
Hearing Impaired 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.

Audiologic Evaluation of Deaf Children

1976 ◽  
Vol 41 (2) ◽  
pp. 256-267 ◽  
Author(s):  
Norman P. Erber ◽  
Christine M. Alencewicz
Keyword(s):  
Speech Perception ◽  
Pure Tone Audiometry ◽  
Test Battery ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Canal Irrigation ◽  
Word Categorization ◽  
Age Range ◽  
Impaired Children ◽  
Hearing Impaired Children

This paper describes an audiologic test battery for hearing-impaired children which includes otoscopic examination, tympanometry, pure-tone audiometry, speech perception testing, and hearing aid evaluation. Several of the procedures and modifications to apparatus have been developed specifically for use with deaf children. Clinical data are presented from 160 hearing-impaired children (age range three-16 years). Eighteen percent of their ears were found to contain excessive cerumen and to require ear canal irrigation. The incidence of abnormal tympanograms was high for young children but decreased with increasing age. A simple auditory speech perception test designed for use with both severely and profoundly deaf children is described, which provides for evaluation of a child’s ability to recognize words, categorize them into stress patterns, or both. The children’s word recognition and word categorization scores were found to relate to their audiometric averages. The overall test battery is easy to administer and also is efficient, in that considerable audiologic information can be obtained quickly.

Speech Perception by Profoundly Hearing-Impaired Children

1979 ◽  
Vol 44 (3) ◽  
pp. 255-270 ◽  
Author(s):  
Norman P. Erber
Keyword(s):  
Speech Perception ◽  
Instructional Strategies ◽  
Stress Pattern ◽  
Hearing Impaired ◽  
Pattern Perception ◽  
Acoustic Cues ◽  
Educational Improvement ◽  
Optical Analog ◽  
Impaired Children ◽  
Hearing Impaired Children

This article reviews the limitations of defining profound hearing impairment solely by reference to pure-tone audiograms. Instead, profoundly hearing-impaired children may be described as those whose ability to distinguish spectral features in speech is extremely poor, and for whom the gross intensity variations in the waveform envelope are the principal acoustic cues. Examples of pattern cues that are available to profoundly hearing-impaired children are presented through an optical analog, and the usefulness of these cues is shown with regard to vowel and consonant identification, word stress-pattern perception, and distinction among sentences that differ in number of syllables, pattern, intensity, or rate. Perception of speech material through vision (lipreading) and also through combined auditory and visual modes are described, with a discussion of articulatory and language factors that influence intelligibility. Instructional strategies are briefly reviewed as they relate to educational improvement of speech-perception abilities of profoundly hearing-impaired children and to the development of special sensory aids.

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