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.

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

No description available.

The purpose of this study was to determine the effects of using an FM auditory trainer on the speech intelligibility with unilateral hearing loss. Half lists of the NU-6 was administered to 20 normal hearing adults under the following conditions: binaurally (quiet and noise), one ear occluded without and FM auditory trainer (quiet and noise), and one ear occluded with an FM auditory trainer (quiet and noise). The occlusion of the right and left ears was performed in order to control for the dominance of the right ear in speech discrimination under noise.The results indicated a significant improvement in speech discrimination when an FM auditory trainer is used with the unilaterally hearing impaired. / Department of Speech Pathology & Audiology

M.Ed. / Hearing-impaired pupils differ from normal-hearing ones in that they have neither language nor speech. The result is an incapability to communicate. To overcome this immense problem, hearing-impaired children are educated with great empathy. The teachers of these children need to have patience, dedication and the capability to implement any available means to fulfil the special needs of their pupils. Media gives the teacher the ways and means to introduce the real world and its components to the child, starting with the wearing of a hearing aid. The hearing aid allows the child to step out of silence into a world of some sound. The education of the hearing-impaired relies on the use of media (that is: printed material, the overhead projector and transparencies, the computer, video, television, music, hearing aids and real objects). Each of the ,above mentioned, fulfils a special need in the education of the hearing-impaired - it brings about more effective teaching and learning. It gives the hearingimpaired the chance to be part of the normal living life .

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.

No description available.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education