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Play therapy issues and applications pertaining deaf children analysis and recommendations /Small, Justin Matthew. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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The phonological mediation hypothesis evidence from Chinese students with hearing impairment張嘉恩, Cheung, Ka-yan, Winnie. January 2011 (has links)
In Western countries, there are around 8-10% of school age children suffering
from mild to moderate reading difficulties. Similarly, in Hong Kong the prevalence
of reading difficulties among school age children was found to be 9.7- 12%. An
understanding of the mechanisms involved in reading helps us to determine the skills
necessary for successful reading.
The Phonological Mediation Hypothesis (PMH), which claims that
phonological recoding is a necessary phase during lexical access, is widely known
for its postulation that phonological awareness would be a significant prognostic
indicator of reading development. Theoretically, individuals who have difficulties in
phonological recoding during lexical access should also encounter reading
difficulties. Good readers with hearing impairment are, therefore, considered as
counter examples of PMH.
If the above prediction of PHM is true, skilled readers with hearing impairment
should have the ability to develop an intact phonological representation and hence
are more capable of phonological recoding. In this study, the reading behaviors of
children with hearing impairment (HI), that of their reading level matched (RL) and
that of their chronological age matched (CA) controls were compared in three
tasks—an auditory perceptual task of onset rime awareness (TAPOR); a synonym
decision task (SDT); and a homophone decision task (HDT). The results for TAPOR
showed that auditory perceptual ability (APOR) accounted for 49% of the variance in
the reading ability of children with hearing impairment. In addition, results of cross
group comparisons on the scores in TAPOR demonstrated a possible causal
relationship between APOR and reading ability in subjects with hearing impairment.
On the other hand, SDT and HDT results indicated a significant preference for
orthographic foils in RL and HI subjects with low reading ability. An increasing
tendency to choose synonyms or homophones, and a decreasing tendency to use
orthographic distractors was observed across subject groups with Primary 1, Primary
2 and Primary 6 reading abilities. A similar but delayed pattern of change in
preference for distractors was observed in HI subjects. The results only partially
agree with PMH. An alternative hypothesis—the Psycholinguistic Grain Size
Theory (PGST) — might be a better model to explain the observed results. With
reference to the results of TAPOR, the correlation between reading ability and
auditory perceptual ability could be explained in terms of the ‘availability problem’
postulated in this latter model. In the same way, the early emergence of orthographic
effect in almost all subjects except CA controls and the late emergence of a number
of reading strategies operating at different levels of grain size can be better explained
by ‘consistency problems’ and ‘granularity problems’ proposed in PGST. These
findings are considered, and directions for further studies are outlined. / published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy
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Auditory-verbal rehabilitation: influence of the hand cue technique on acoustic parametersYung, Joanne., 容靜雯. January 2004 (has links)
published_or_final_version / abstract / toc / Speech and Hearing Sciences / Master / Master of Science in Audiology
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An investigation of the effect of rehearsal strategies in young hearing impaired children / Rehearsal strategies in young hearing impaired children.Collins, Teresa Kay January 1985 (has links)
In this investigation three groups of ten subjects each, ages seven to nine, were compared on common object picture span identification tasks to determine if the rehearsal strategies of oral labeling, signing, or total communication significantly effected their visual memory. Thethree groups consisted of a good learner/normal hearing (NH) group, a hearing impaired poor speechreader/learning disabled (LD) group, and a hearing impaired good learner/good speechreader total communication (TC) group.Subjects' picture span identification performances with and without rehearsal were compared by a one way ANOVA for difference scores. The F value of 62.026 was significant at the .01 level which demonstrated a significant difference among the groups' difference scores. Statistical results between groups indicated that the signing rehearsal strategy significantly improved the LD group's scores on the rehearsed picture span taskas compared to the oral labeling and total communication rehearsal strategies of the NH and IC groups whose rehearsal had little effect on their performance.In summary, this study showed that poor learners/poor speechreaders greatly benefitted from overt rehearsal strategies on a visual memory picture identification task.
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Families with hearing-impaired children reading and writing at home /Nevins, Mary Ellen. January 1992 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Includes tables. Typescript; issued also on microfilm. Sponsor: Robert E. Kretschmer. Dissertation Committee: Kay Alicyn Ferrell. Includes bibliographical references (leaves 201-210).
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A comparison of the acquisition of the achievement motive in hearing and hearing impaired childrenStinson, Michael Stuart, January 1972 (has links)
Thesis (Ph. D.)--University of Michigan, 1972. / Includes bibliographical references (leaves 191-305).
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Language development in a hearing twin and a deaf twin with a bilateral cochlear implant /Ruggirello, Caterina. January 2009 (has links)
Thesis (M.Ed.)--York University, 2009. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 42-44). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR51588
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Combining the multilinguistic literacy model and visual phonics for intervention for children who are deaf or hard of hearing /Turner, Emilee C., January 1900 (has links)
Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 28-33). Also available online.
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A comparison of the acquisition of the achievement motive in hearing and hearing impaired childrenStinson, Michael Stuart, January 1972 (has links)
Thesis (Ph. D.)--University of Michigan, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 191-305).
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The development and evaluation of a music intervention program for children with hearing impairments in integrated preschoolsKan, Kam-sheung. January 2005 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
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