Computer assisted instruction for developing speech perception skills in profoundly deaf children

This paper evaluates the usefulness of the "Foundations in Speech Perception" computer program developed by Breakthrough, Inc. in conjunction with Central Institute for the Deaf.

Does systematic instruction in rhythmic movement influence the speech of the deaf

This paper discusses the influence of rhythm in teaching of hearing impaired children.

An analysis of the language of certain social study textbooks pertinent to instruction of deaf children

This paper discusses the results of a study of social studies textbooks suitable for hearing impaired children.

The effectiveness of phonics instruction for children with hearing impairments

This study reports the findings of a reading instruction survey of forty-five schools for the deaf across the United States.

A report on the language instruction provided to a group of deaf children

This paper is a summary of a course of language instruction provided to a group of deaf children over the course of one year.

The importance of direct language instruction for hearing impaired children

This paper discusses the importance of direct and intense language instruction for hearing impaired children in developing language and communication skills. The author presents a variety of activities for teacher use.

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

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

Evidence-based (or not!) practices used for reading instruction in oral deaf education schools

This descriptive study aims at determining the most widely used reading instructional practices that are used by teachers of the deaf in oral deaf education schools.

Students who are deaf/hard of hearing with learning challenges: Strategies for classroom instruction

This paper discusses the prevalence of children who are deaf or hard of hearing with additional learning challenges and the need for further trainings for strategies to better serve this population.

Strategy instruction in listening for lower-intermediate learners of French

Second language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects’ listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The current study, based on an initial descriptive investigation of a specific population of learners, measured the effects of strategy instruction on both the listening performance and self-efficacy of 68 lower-intermediate learners of French in England, against a comparison group. Moreover, the effects of high- and low-scaffolded interventions were compared. Results suggest that the program improved listening proficiency and learners’ confidence about listening. Implications for pedagogy and strategy theory are discussed.

Synthesis of fused cyclic systems containing medium-sized rings through tandem ROM-RCM of norbornene derivatives embedded in a carbohydrate template

A general approach for the synthesis of fused cyclic systems containing medium-sized rings (7-9) has been developed. The key steps involve a diastereoface-selective Diels-Alder reaction of the dienophiles 4a-d attached to a furanosugar with cyclopentadiene and ring opening (ROM)-ring closing metathesis (RCM) of the resulting norbornene derivatives 10a-d and 11a-d. Diels-Alder reaction of the dienophiles 4a-d with cyclopentadiene in the absence of a catalyst produced 10a-d as the major product arising through addition of the diene to the unhindered Si-face. The most interesting and new aspect of the Diels-Alder reaction of these dienophiles is the accessibility of the Re-face that was blocked by the alkenyl chains under Lewis acid catalysis producing the diastereoisomers 11a-d exclusively. The reversal of facial selectivity from an uncatalyzed reaction to a catalyzed one is unprecedented. The observed stereochemical dichotomy is attributed to rotation of the enone moiety along the or bond linking the sugar moiety during formation of the chelate 13. This makes the Re-face of the enone moiety in 4a-d unhindered. Diels-Alder reaction of the carbocyclic analogue 15 under Lewis acid catalysis produced a 1: 1 mixture of the adducts 16 and 17 confirming the participation of sugar ring oxygen in chelate formation. Finally ROM-RCM of 10a-d and 11a-d with Grubbs' catalyst afforded the cis-syn-cis and cis-anti-cis bicyclo-annulated sugars 21a-d and 23a-d, respectively, containing 7-9 membered rings.