Hearing Impairment and Verbal Attainments in Primary School Children

Owrid, H.L.

doi:10.1080/0013188700120305

Cited by 14 publications

(7 citation statements)

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“…Complexities and confounds in student characteristics and school placement emphasize the importance of having a full understanding of which DHH students are in special schools and which are in regular schools if we are to be able to support their academic and social success. In earlier studies, it was unclear whether it was school placement, hearing thresholds, or language fluency that explained observed levels of academic achievement and social functioning (e.g., Owrid, 1970;Reich, Hambleton, & Houldin, 1977). Hearing thresholds often are associated with language abilities and reading comprehension scores (e.g., Holt, 1993;Yoshinaga-Itano & Downey, 1996), but they generally do not predict either academic achievement or classroom learning more broadly (Convertino, Marschark, Sapere, Sarchet, & Zupan, 2009;Marschark, Morrison, Lukomski, Borgna, & Convertino, 2012;Powers, 1999Powers, , 2003Tymms, Brien, Merrell, Collins, & Jones, 2003;cf.…”

Section: Issues In School Placement For Dhh Studentsmentioning

confidence: 99%

Who Is Where? Characteristics of Deaf and Hard-of-Hearing Students in Regular and Special Schools

Shaver

Marschark

Newman

et al. 2013

Journal of Deaf Studies and Deaf Education

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To address the needs and abilities of deaf and hard-of-hearing (DHH) students in different educational settings, it is important to understand who is in which setting. A secondary analysis of the National Longitudinal Transition Study 2 database was conducted to examine differences in the characteristics of students who attended special schools, such as schools for the deaf, and those who attended regular schools serving a wide variety of students, such as neighborhood, alternative, and charter schools. The study included a nationally (U.S.) representative sample of about 870 DHH secondary school students. Findings from parent interviews and surveys revealed that students who attended only special secondary schools had greater levels of hearing loss, were more likely to use sign language, had more trouble speaking and conversing with others, and were more likely to have low functional mental scores than students who had attended only regular secondary schools. There were no differences in the presence of additional disabilities or cochlear implants between students in the different settings. In many ways, student characteristics did not vary by school type, suggesting that both types of secondary schools serve students with a wide range of needs and abilities.

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Section: Issues In School Placement For Dhh Studentsmentioning

confidence: 99%

Who Is Where? Characteristics of Deaf and Hard-of-Hearing Students in Regular and Special Schools

Shaver

Marschark

Newman

et al. 2013

Journal of Deaf Studies and Deaf Education

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“…Owrid (1970) included a word recognition test in a study of 27 children aged 5-1 1, and gave no audiological information about them. Hine (1970) presents reading comprehension values for 100 selected partially hearing children aged 8-16.…”

Section: Introductionmentioning

confidence: 99%

The Reading Ability of Deaf School‐leavers

Conrad

1977

Brit J of Edu Psychol

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SUMMARY.Almost every child aged 15-16) years being educated in schools for the deaf and partially hearing in England and Wales, was given Brimer's WideSpan Reading Test which assesses prose comprehension. After excluding certain categories of children, results were available for 355 children. With degree of hearing loss as the main independent variable, results are presented in terms of mean and median reading age, and in reading age percentile form. Reading is significantly affected by degree of deafness and by non-verbal intelligence. Though the presented reading ages are with reference to hearing norms, other criteria for assessing the reading performance of deaf children are discussed.

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“…2. Clinical Evaluation of Language Functions -CELF 1980) The aim of the CELF is to provide differentiated measures of selected language functions in the areas of phonology, syntax, semantics, memory and word-finding and retrieval. These measures were designed to probe specific language processing and production abilities of school-age children.…”

Section: Subject Selectionmentioning

confidence: 99%

“…The second group of researchers found that children with a history of otitis media, but whose hearing was normal at the time of testing, suffer little if any deficit, at least in terms of vocabulary, language comprehension, syntax and reading level (Owrid, 1970).…”

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confidence: 99%

Otitis media and language performance in learning disabilities

Maritz¹,

Uys²,

Louw³

1988

SAJCD

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This study was designed to determine the influence of otitis media on the language performance of learning-disabled children and non-learning-disabled children.Four experimental groups were used, viz: learning-disabled children, divided into those with and without a history of recurrent otitis media and average academic achievers again divided into those with and without a history of recurrent otitis media. The language performance of each experimental group was determined using the Clinical Evaluation and Language Function (Wiig and Semel, 1980).The results indicate that recurrent otitis media impaired the receptive and expressive language performance of the subjects used in this study. The impairment of receptive language was greater than for expressive language. Implications for diagnosis, treatment and further research are discussed.

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Hearing Impairment and Verbal Attainments in Primary School Children

Cited by 14 publications

References 0 publications

Who Is Where? Characteristics of Deaf and Hard-of-Hearing Students in Regular and Special Schools

Who Is Where? Characteristics of Deaf and Hard-of-Hearing Students in Regular and Special Schools

The Reading Ability of Deaf School‐leavers

Otitis media and language performance in learning disabilities

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