Search

Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more fully. Coincidentally, there has also been an emerging literature on the subjective fatigue in children with hearing loss, which could be directly or indirectly linked to reading ability. The purpose of this study was to examine associations among language abilities, reading skills, and subjective fatigue in 56 children with mild to moderate hearing loss (CMMHL). The results indicated that both phonological awareness and receptive language ability predicted reading achievement in CMMHL, which replicates findings for children without hearing loss. The results also indicated that CMMHL who had poor reading skills reported significantly higher levels of subjective fatigue relative to the other children with mild to moderate hearing loss in the sample. [ABSTRACT FROM AUTHOR]

Surveys of 163 preservice, novice, and experienced teachers of students who are deaf and hard-of-hearing addressed practical knowledge and adherence to classroom rules of practice (brief statements of how to behave in frequently encountered teaching situations) and practical principles (general constructs about expectations of students). No significant differences were found among the three groups in their adherence to rules of practice about structuring of lessons, engagement of students with the curriculum, principles of classroom management and lesson planning, and lesson procedures. Significant differences were found for practical principles such as expectations for student achievement, ability of students to take responsibility for their education, and classroom deportment; preservice teachers had the highest expectations, and experienced teachers had the lowest. These findings raise several questions that are explored in this article. [ABSTRACT FROM AUTHOR]

Examines the processing of information by skilled and average deaf readers. Comparison of the reading ability of various deaf readers on five indicators of cognitive processes. Focus of indicators on fluency in processing visual information and application of higher-level processes; Intergroup similarities; Whole language instructional practices; Policy recommendations.

Focuses on the Self-Help InterPersonal Skills (SHIPS) assessment for youth who use sign language. Problems in assessing the educational abilities of deaf children; Use of interactive videodisc technology in SHIPS; SHIPs as the first valid assessment to use American Sign Language (ASL); Plans for a CD-ROM version of SHIPS.

Discriminant analyses were conducted to investigate differences in social-psychological family environment dimensions between young deaf students with high and low academic performance scores in reading comprehension, mathematics concepts, and mathematics computation. Parental responses (N=125) to scaled items presented in a semistructured home interview procedure were factor analyzed and the derived family environment dimensions were employed as predictor variables. Parents of proficient readers were characterized as adapted to their children's deafness, involved in the deaf community, and permissive rather than overprotective in their child-rearing orientation. Across all three academic areas, high achievers had parents with high educational and occupational expectations and standards. Recommendations are made for school program application and professional preparation. [ABSTRACT FROM AUTHOR]

The article highlights the experimental diagnostic teaching clinic for hearing impaired children. A diagnostic teaching program was designed to correlate educational judgments of medical and paramedical personnel with those of teachers. The diagnostic teaching program was characterized by several unique features. Such features include a 1-1 teacher pupil ratio for 11 children, immediate attention to amplification needs, seminar sessions for teacher personnel conducted by an audiologist and psychologist, and provisions for medical or diagnostic reports as needed by the teachers. Each session, from which individual diagnostic teaching took place daily, was followed by group activities conducted by teacher aides. The evaluations by the teachers also included the administration on various tests, which were incorporated into the daily program.

The article reports on an investigation of the impact of governance, admission policy, admission procedures, denied admission procedures, the individualized instruction system, and the assignment of deaf students to state-run schools for the deaf in the United States. Results showed that there is a need to determine the kind of disabilities, in addition to deafness, that can be served by these schools. The autonomy of residential schools for the deaf in rejecting students is questionable in view of the purpose of Public Law 94-142.

The article presents several periodicals related to auditory impairments including "Panel on publications and public relations; convention of…Washington State School for the Deaf, Vancouver, Washington, June 28 to July 3, 1953," "Pure tone audiometry with young children; a procedure for detecting small losses of hearing," by Margaret Empey, "Use of the performance scale of the Wechsler Intelligence Scale for Children with the deaf child," by E. Ellis Graham, "Towards a new understanding of the deaf child," by Helmer R. Myklebust and "Needs and objectives in teaching arithmetic to the deaf," by Thomas H. Poulos.

The article reports that the Executive Committee of the Council on Education of the Deaf in the United States have approved a scheme for the proper individualized educational programs for deaf and hearing impaired children. The council is composed of representatives from the Alexander Graham Bell Association for the Deaf, the Conference of Executives of American Schools for the Deaf, and the American Instructors for the Deaf.