This is a linguistic analysis of elicited responses obtained in a language proficiency test of hearing impaired children (Grammatical Analysis of Elicited Language). The analysis focuses on the language, the social situation and setting of the test activity to describe the characteristics that are observable in the elicited responses--specifically the deviations from the target responses of the test, and on discovering the underlying rules that function to guide some of the systematic deviations in the participants' language in the test. The study examines the following features of the deviated responses: the grammatical structure, the syntactic/semantic acceptance and contextual appropriateness of the responses. The study develops procedures for analysis along each of these dimensions, called the Observed Response Analysis based on miscue analysis (Goodman: 1987) and error analysis (Corder: 1981). Some of the deviations were shown to be significantly systematic throughout the test. These systematic grammatical structures in children's underlying system were validated by the developed methodology. There were also many cases where the deviations were inconsistent, the grammatical structures were used 'correctly' at one place and 'incorrectly' at another. This inconsistency in language stems from the transitional nature of grammar which the learners are using. It has puzzled some teachers for a long time how a speaker can know something in one context and not know it in another context. Such uncertainties arise from the belief that speaking is word recall. The imitative responses were also inconsistent sometimes, implying thereby that speaking is more than simply imitating, memorizing or recalling. Children's language took precedence over the language of the test. This understanding of the psycholinguistic processes involved in deviations from the expected language of the test has pedagogical implications for the teachers, testers, or any educators who would like to use tests for diagnostic or prescriptive purpose and adds to the knowledge of not only 'what' children do on the language tests but 'why' they show specific linguistic deviations and what these deviations reflect about children's developing language competencies.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

In administering speech therapy to children with normal hearing and functional articulation difficulties, it was noted that some children made little voluntary use of visual cues; eye contact between therapist and student during direct articulation therapy was infrequent. This observation led the examiner to seek a possible relationship between articulation ability and the ability to use visual cues, specifically in speechreading. To test the hypothesis of a possible inverse relationship between the speechreading ability of a normal hearing sample of children with articulation problems and a matched sample of children with normal speech, the examiner chose twenty-five children with functional articulation difficulties and twenty-five children with normal articulation.

This paper purports to give (1) a systematic review of the background and theoretical development leading to the evolvement of the modern approach of language instruction for the hearing impaired child, and (2) a comparison of the grammatical and the developmental schools from the instructional point of view.

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M.Ed. (Education) / Please refer to full text to view abstract

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

This paper will attempt to present what factual material is available comparing language development in the deaf with normal language development. It will discuss problems which have become apparent in the search for this data and some solutions to the problems. Preschool language development will be taken up first, followed by a consideration of school age written and oral language, and concluding with a discussion of associations as they affect the verbal behavior of the deaf child.

This study sought to examine the relationships between the adult language input, as measured by quantity and quality, and the child’s language production in regards to quantity and quality, as well as their knowledge of basic concepts and vocabulary. LENA technology was used to audio-record the language environments of 26 preschool children with hearing loss over two days (weekday and weekend). This technology recorded up to 16 hours and analyzed the quantitative data associated with the adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC). Furthermore, one- hour meal times (30 minutes for the weekday/snack time and 30 minutes for the weekend/dinner time) was transcribed and coded for quality components of language defined as lexical diversity, syntactical complexity and clausal complexity. Additionally, the children were assessed on their knowledge of basic concepts through the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4). Results indicated that there was a relationship between the adult language input and the child language production, but only in regards to quantity of language. More specifically, the CTC during each day was related to the CVC for each day; in other words, the more interactions adults and children had during the day, the more likely the child vocalized. Interestingly, the statistical analysis revealed that quality of adult language input was not significantly related to the child language variables. However, significant differences between the teachers and caregivers were reported in regards to the quality of adult language input. These results suggest that the language input provided by adults in different environments (school versus home) is considerably different and warrants further investigation as how the potential influence on language outcomes of children with hearing loss.

Professional research project (Au. D.)--University of South Florida, 2002. / Title from PDF of title page. / Document formatted into pages; contains 20 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The modified Goodman scale, a hearing loss classification scale, is commonly used to describe audiometric findings for both children and adults (Haggard & Primus, 1999). This scale uses one or two word descriptors for hearing level categories and is based on a pure tone average (PTA), the average of hearing thresholds at 500, 1000, and 2000 Hz. Although these categories were developed from clinical and educational observations (Goodman, 1965), degree of hearing loss has not been shown to reliably predict the educational or language performance of children with hearing impairment (Martin & Clark, 1996). This study was designed to evaluate how the presentation modality (hearing loss simulation vs. using a term to describe the hearing loss using the Goodman scale) affects predictions of children&softsign;s communication difficulties in the classroom by graduate speech-language pathology students. / ABSTRACT: The perceptions of graduate speech-language pathology students were of interest because this population had not been included in earlier investigations, despite the fact that they often work with hearing-impaired children in the school systems. Three levels of hearing loss (mild, moderate, and severe) were introduced using two different presentation conditions. In one condition, a descriptive term from the Goodman scale was used to describe the hearing loss. In the other presentation conditions, a simulated hearing loss was presented to the participants. Following each presentation of each hearing loss, the participants rated the potential communication difficulty a child with that loss may have in the classroom using a questionnaire composed of nine different communication-related tasks (Appendix A). / ABSTRACT: In general, participants predicted significantly greater difficulty when presented with the simulated hearing loss, than when presented with the descriptive term for the same degree of hearing loss with a few exceptions. The results of this study indicated that the standard method of classifying hearing loss results in underestimation of the impact a hearing loss might have for a child. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.