Language and reading development in profoundly hearing-impaired children—Intelligence, learning, and communication factors: A review

Savage, R. D.; Savage, Julia; Evans, Lea; Potter, Jocelyn

doi:10.1007/bf02686597

Cited by 6 publications

(4 citation statements)

References 8 publications

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“…Delay in mastering the language usually results in poor academic success and difficulty communicating in class (Musselman, Lindsey, & Wilson, 1988). Savage, Evans, and Potter (1986) The result of study of Savage et al (1986) are further supported by Hyde and Power (1992), who finds simultaneous communication beneficial for both severely and profoundly deaf individuals on a receptive language in the form of comprehension task. For participants with profound hearing loss, conditions using combinations of lip reading, audition, and finger spelling were all inferior to conditions involving signing.…”

Section: Introductionmentioning

confidence: 87%

“…The results of this study demonstrate that communication needs of deaf students may different based on the level of hearing loss yet at the same time confirm previous findings that simultaneous communication may be better than oral-only delivery. Results from Savage et al (1986) and Hyde and Power (1992) suggest that it is possible to have an effective simultaneous communication environment with a single instructor. They after that test the hypothesis by asking six teachers to tell a short story to three simulated groups of early elementary school students.…”

Section: Introductionmentioning

confidence: 99%

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The Adjacency Pairs Analysis of English Teaching and Learning in Hearing-Impairment Students

2019

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The purpose of this study is to investigate the components of adjacency pairs which appear in a conversation between an English teacher and hearing-impairment students in a special need classroom. Another aim is to find the dominance of English teacher in the special need classroom. Data are collected from a classroom observation, recording and transcribing their conversation during the teaching and learning activities in English classroom. Meanwhile, data analysis is carried out by identifying, analyzing and classifying based on Mc Charty’s theory of adjacency pairs., It is then found that there are 9 kinds of adjacency pairs committed from the interaction between English teachers and the hearing-impairment students as follows: (1) Compliment / Acceptance, (2) Information / Acknowledgement, (3) Greeting / Greeting, (4) Invitation / Acceptance, (5) Offer / Refusal, (6) Question / Answer, (7) Summons / Answer, (8) Accusation / Denial, (9) Offer / Acceptance. This study reveals a fact that various adjacency pairs occur in the special need classroom even though the teacher’s role is also quite powerful in the special need classroom. The finding of this study may become the reference for the teachers and practitioners who need deep understand toward characteristics of the special needs students especially for the impairment students. Keywords: Adjacency Pairs, Teaching and Learning, Hearing-impairment Students

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Section: Introductionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

The Adjacency Pairs Analysis of English Teaching and Learning in Hearing-Impairment Students

2019

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“…La déficience auditive est particulièrement handicapante en classe du fait qu'elle affecte le langage [7]. En effet, les apprenants sourds démontrent souvent beaucoup moins de connaissances en vocabulaire que leurs camarades du même âge [8]. Les retards linguistiques conduisent généralement à une mauvaise réussite scolaire et à des difficultés de communication en classe [9].…”

Section: L'inclusion Scolaire Des éLèves Sourds Et Malentendants : Quelles Difficultésunclassified

Impact d’une visite adaptée à «la Cité des Sciences» sur les conceptions de l’Univers d’élèves sourds

Chebbi

Mohamed

2021

ITM Web Conf.

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Accéder à la connaissance scientifique est un droit humain et dans le contexte d’une école inclusive qui prend en compte la spécificité de chacun, rien n’empêche les jeunes sourds de comprendre les notions scientifiques enseignées. Or cela n’est pas aussi simple dans la réalité des institutions scolaires tunisiennes. Dans notre étude, nous nous intéressons à l’enseignement des sciences en général et à l’astronomie en particulier, dans le cas d’élèves sourds. Pour cela, nous avons exploré des conceptions en astronomie de 16 élèves sourds (16-19 ans), qui ont étudié des notions d’astronomie au lycée, avant et après une visite adaptée à la Cité des Sciences de Tunis. Nos résultats révèlent qu’après enseignement leurs connaissances en astronomies ne montrent pas de traces d’enseignement et leurs conceptions de l’Univers sont locales et pauvres en informations. Une visite adaptée à la Cité des Sciences a permis d’enrichir leurs connaissances et de faire évoluer les conceptions de certains d’entre eux.

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“…Rather, it is an indication that deaf individuals, because of auditory and environmental deprivation, lack specific skills in a particular language. It is important, in this context, not to reinforce the long-standing misunderstanding of the relationship between expressive communication of any form and underlying linguistic or cognitive competence (Brown, 1986; MacDougall, 1979; Savage, Evans & Savage, 1981).…”

Section: Literacy and The Deafmentioning

confidence: 99%

Current issues in deafness: A psychological perspective.

MacDougall

1991

Canadian Psychology / Psychologie canadienne

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This paper reviews current issues in deafness from a psychological perspective. The demands of the Canadian deaf community as reflected in popular media accounts are considered in light of the history of deafness and contemporary research trends. Emphasis is on the strong desire of members of the deaf community to participate in decisions which affect their future. Issues such as the use of American Sign Language (ASL), literacy, cochlear implants, the role of the media, mental health and the status of post-secondary education programs are discussed. For each issue the role of research in psychology is outlined. Finally, the need for increased effort in research and training and greater cooperation between all levels of government are stressed.

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Language and reading development in profoundly hearing-impaired children—Intelligence, learning, and communication factors: A review

Cited by 6 publications

References 8 publications

The Adjacency Pairs Analysis of English Teaching and Learning in Hearing-Impairment Students

The Adjacency Pairs Analysis of English Teaching and Learning in Hearing-Impairment Students

Impact d’une visite adaptée à «la Cité des Sciences» sur les conceptions de l’Univers d’élèves sourds

Current issues in deafness: A psychological perspective.

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