Clarification strategies in oral communication for the hearing impaired student

This paper reviews clarification strategies to help repair communication breakdowns in the hearing impaired.

Oral and manual language skills of hearing children of deaf parents

This paper reviews a study of the language skills of normal hearing children whose parents are deaf and use manual communication.

Recommendations for a mathematical curriculum to be used in conjunction with an oral deaf education program

Students who are deaf or hard of hearing have typically had difficulty in mathematics; however, this problem often is overlooked because of difficulties in language and reading abilities. This study aims to identify the most appropriate mathematics curriculum for deaf or hard of hearing students in an oral deaf education program.

Syntactic development in the oral and written language of profoundly deaf adolescents

This paper reviews a study to investigate oral and written syntactic development of profoundly deaf adolescents.

Usage of oral skills by orally educated deaf adults

This paper discusses oral deaf adults and use of speech.

An examination of the appropriateness of the CID grammatical analysis of elicted language as an instrument to compare language acquisition in deaf children enrolled in cued speech vs. oral and signed english programs

This paper discusses a study to compare test results of the CID GAEL test among hearing impaired children who are enrolled in cued speech vs. oral vs. signed english programs.

Communication breakdowns and repair strategies in oral communication and total communication children with cochlear implants

This study assesses communication breakdowns in children with cochlear implants from oral and total communications backgrounds. More communication breakdowns occurred between the total communication child and the conversational partner than the oral communication child and the conversational partner. Both total and oral communication children used non-specific repair strategies.

A comparison of social-emotional patterns of day versus residential students enrolled in an oral educational setting

This paper reviews a study of CID students and their scores on the Meadow-Kendall Social-Emotional Assessment Inventory test (SEAI).

Factors related to oral communication ability in profoundly deaf children

This study examines which factors might be related to the successful development of good oral communication skills in hearing-impaired students at a school for the deaf.

The use of music education in oral schools for children who are deaf and hard of hearing

This paper is a survey and discussion of the teaching methods, objectives, and benefits associated with music programs in oral schools for children who are deaf and hard of hearing.

Reading instruction for hearing-impaired students in an auditory-oral setting

This paper discusses the instruction of reading for hearing impaired children.

Average annual reading growth rate progress of children who are deaf, use a cochlear implant and attend an auditory-oral school

Reading growth rate averages were established for children who are deaf, have a unilateral cochlear implant and attend an auditory-oral school.

Creating a parent workshop that encompasses and meets the educational desires for parents of children with hearing impairments being taught in an oral deaf education program

The purpose of this study was to create a parent workshop that was developed around the parents’ educational needs. The workshop demonstrated that the parents’ educational needs can be met through a workshop that is based on those needs and takes into consideration factors that will encourage parent involvement.

Components of an oral program that can be implemented with culturally and linguistically diverse deaf and hard of hearing children and their families

This study examined oral education components that could be successfully implemented with culturally and linguistically diverse deaf and hard of hearing (DHH) children and their families. A literature review of oral program strategies used with culturally diverse families and their children with special needs, and federal guidelines related to programs serving DHH children were conducted. Recent statistics of children in programs for DHH students who are from racially and linguistically diverse backgrounds were discussed. Additional data sources included classroom observations and multidisciplinary interviews. The data obtained was utilized to design a framework for oral programs to support culturally and linguistically diverse DHH children and their families.