Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

This thesis explores ways in which technology is influencing the lives of hard of hearing people at the start of the 21st century. The thesis develops and is grounded in a distinction between people who referred to as ‘deaf’ and those who are referred to as ‘hard of hearing.’ It is argued that there is a lack of recognition of the special needs of hard of hearing people in deaf and disability discourses and more generally in everyday communication. This lack of recognition is analogous to the absence of women from many forms of social analysis until the latter part of the 20th century. In light of this clearer specification of the people under consideration, attention shifts to a consideration of the various technologies they can access. The context within which these technologies are used is one in which, unlike many deaf people who form an integrated community that is differentiated and separate from the general society, hard of hearing people have tended to become socially isolated within the hearing community. This understanding of the potential for social isolation allows the specific significance of generic computer technology for this group to come to the fore. As a consequence the thesis focuses upon a detailed examination of the place of a hard of hearing online real community in the lives of a number of hard of hearing people.

Thesis (M.Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 39-44).

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.

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

No description available.

Thesis (M. Communication Pathology)--University of Pretoria, 2009. / Includes bibliographical references.

No description available.