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Thesis (M. Soc. Sc.)--University of Hong Kong, 1993. / Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1993. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 73-79). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 84-89).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 84-89). Also available in print.

The effects of intensive multisensory speech training, with and without the use of Visual Phonics techniques, on the speech production of a profoundly hearing-impaired child were studied over a period of 6 weeks. A nine-year-old profoundly hearing-impaired child received 30-40 minutes of intensive speech training daily. Three target phonemes were trained using only multisensory speech training techniques and three target phonemes were trained using multisensory and Visual Phonics training techniques. The subject's productions of target phonemes in trained words and syllables were audio-taped at the end of each training period. Audio-taped productions were rated as correct or incorrect. The number of correct productions in words and syllables were tallied daily. Results show a general trend of improved production for all phonemes trained. There was no differential effect for the training technique used. It was concluded that intensive training, regardless of the technique used, has a positive effect on the speech productions of a profoundly hearing-impaired child.

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.

Thesis (M.(Augmentative and Alternative Communication))--University of Pretoria, 2005. / Includes bibliographical references.

Thesis (M. Aud.)--University of Canterbury, 2009. / "March 2009." Typescript (photocopy). Includes bibliographical references (leaves 62-71). Also available via the World Wide Web.