Perception of speech through a 500 Hz low-pass filter: sensory aids and communication strategies

This paper reviews a study to investigate how a hearing impaired person can learn to discriminate speech distorted by a low pass filter in a sensory aid.

The effect and the use of the typewriter upon the reading and language of deaf children

This paper discusses a study to determine if the use of a typewriter had an effect on the reading ability of hearing impaired children.

Teaching written language to students who are deaf or hard of hearing

This Independent Study looked into the effectiveness of the Interactive Writing program in teaching writing to students who are deaf or hard of hearing. The students' writing was assessed based on writing samples and teacher observations.

Teaching speech to hearing-impaired children using the Speech Skills Worksheet: Phonemes

This paper addresses teaching speech skills (accurate production of phonemes and use of phonemes in isolation, syllables, words, phrases and sentences) to hearing impaired students through the use of the Speech Skills Worksheet and an accompanying Teaching Guide.

Reception of acoustic speech signals as a function of sensation levels by hearing-impaired children

This paper is a review of a study to determine the sensation level at which the best discrimination and recognition occurs for severely and profoundly deaf children and the effect of distortion (peak clipping) has on the child's ability to recognize speech.

Monaural and binaural loudness summation of speech

This paper reviews a study to determine optimum hearing aid settings based on loudness.

Perception of speech through a 500 Hz low-pass filter: sensory aids and communication strategies

This paper reviews a study to investigate how a hearing impaired person can learn to discriminate speech distorted by a low pass filter in a sensory aid.

Case study: acquisition of Japanese in aural language by the four year old child whose hearing loss was detected when he was visiting in U. S. with his family

Access to thesis is restricted. Contact Archives and Rare Books. This paper reports the results of language training for a newly diagnosed hearing impaired Japanese child using methods from the CID parent-infant program.

The effect of talker age and gender on speech perception of pediatric cochlear implant users

Most clinically-employed speech materials for testing hearing impaired individuals are recordings made by adult male talkers. The author examined the possible effect of talker age and gender on the speech perception of children through the use of 1) two speech perception tests, each with four talker types (adult males, adult females, 10-12 year olds, 5-7 year olds), and 2) two groups of pediatric listeners: normal-hearing (NH) and cochlear implant users (CI).

Culturally appropriate activities for Spanish speaking families and educators of children who are deaf or hard of hearing

A look at teaching language to a child who is deaf or hard of hearing from a Spanish speaking home. A guide, including songs, activities and wordlists for families and teachers of the deaf.

Effect of unilateral hearing loss on the speech-evoked auditory brainstem response in the presence of noise

Speech-evoked auditory brainstem responses (ABRs) were acquired in quiet and in the presence of noise at two study sessions to investigate 1) test-retest variability and 2) subcortical representation of speech stimuli. Participants were adults with normal hearing in both ears who listened monaurally and adults with unilateral deafness. Results indicate consistency in responses across sessions and several differences between hearing groups for magnitudes of discrete components.

Phonological Development in Hearing Children of Deaf Parents

Phonological development in hearing children of deaf parents Dr. Diane Lillo-Martin 5/9/2010 The researcher wishes to determine the significance of a unique linguistic environment on the effects of phonological development. The research examines whether 3 hearing children of deaf parents, hereafter referred to as CODAs, have inconsistencies, as compared to children in a typical linguistic environment, in their syllable structure, phonological processes or phonemic inventories. More specifically, the research asks whether their speech is more consistent with children of typical environments or more similar to children with phonological delays or disorders or articulation disorders. After the examination of these three components to a child's phonological development, it can be concluded that the linguistic environment of CODA children does not negatively hinder their phonological language development.

Speech and language development program, Milwaukee.

"One of a series of successful compensatory education programs."

Theory-of-mind development in oral deaf children with cochlear implants or conventional hearing aids

Background: In the context of the established finding that theory-of-mind (ToM) growth is seriously delayed in late-signing deaf children, and some evidence of equivalent delays in those learning speech with conventional hearing aids, this study's novel contribution was to explore ToM development in deaf children with cochlear implants. Implants can substantially boost auditory acuity and rates of language growth. Despite the implant, there are often problems socialising with hearing peers and some language difficulties, lending special theoretical interest to the present comparative design. Methods: A total of 52 children aged 4 to 12 years took a battery of false belief tests of ToM. There were 26 oral deaf children, half with implants and half with hearing aids, evenly divided between oral-only versus sign-plus-oral schools. Comparison groups of age-matched high-functioning children with autism and younger hearing children were also included. Results: No significant ToM differences emerged between deaf children with implants and those with hearing aids, nor between those in oral-only versus sign-plus-oral schools. Nor did the deaf children perform any better on the ToM tasks than their age peers with autism. Hearing preschoolers scored significantly higher than all other groups. For the deaf and the autistic children, as well as the preschoolers, rate of language development and verbal maturity significantly predicted variability in ToM, over and above chronological age. Conclusions: The finding that deaf children with cochlear implants are as delayed in ToM development as children with autism and their deaf peers with hearing aids or late sign language highlights the likely significance of peer interaction and early fluent communication with peers and family, whether in sign or in speech, in order to optimally facilitate the growth of social cognition and language.