An examination of cued speech as a tool for language, literacy, and bilingualism for children who are deaf or hard of hearing

This study examines the purpose and uses of Cued Speech, its benefits and limitations, and its effectiveness as a tool for language, literacy, and bilingualism.

The inner-relationship among lipreading ability, auditory speech perception ability, hearing loss, and language level in hearing impaired children

This paper reviews a study done to determine the correlation between lipreading, auditory speech perception, language abilities, and hearing loss levels in hearing impaired children.

The importance of parental involvement in language acquisition and activities and techniques to enhance the home-school connection

This study discusses the importance of parental involvement in children’s language development, and the related project offers parents books and activities to assist them in developing their children’s linguistic skills.

An analysis of vocabulary and language constructions of six series of primary readers from the standpoint of teaching the deaf

This paper discusses a study to determnine the vocabulary and language construction of primary readers and suitability for use in teaching of hearing impaired children.

The development of syntax in the written language of hearing-impaired children

This paper is a review of language development in normal and hearing impaired children.

Teaching language (at the primary level) through theme-base units

This paper is a collection of four theme-based units to be used to teach beginning science and social studies concepts.

Conducive hearing loss: its effect on speech perception and language development

This paper discusses the effects of conducive hearing loss on language development.

Language behavior of the young hearing impaired child

This paper discusses a study of language development of hearing impaired children.

Comparison of written and spoken language from deaf and hearing children at five age levels

This dissertation compares oral and written language development in hearing and deaf children. The study applies grammatical, lexical and syntactical measures to describe and analyze the differences in language development in groups of hearing and orally-taught hearing-impaired children and to relate these findings to chronological age.

The validation of CID's Grammatical Analysis of Elicited Language with language delayed children

This paper examines the Central Institute for the Deaf’s "Grammatical Analysis of Elicited Language" (GAEL) test of expressive language and whether it identifies children with language disorders. Also examined is the relative difficulty of each of the grammatical categories sampled on the GAEL in relation to the standardization sample.

Mothers' verbal language to young hearing impaired children

This paper discusses the effect of a mother's language on the language development of her hearing impaired child.

A comparison of three language assessments

This paper reviews three language assessment tests, (TAGS), (TASL), and (CASLLS) for hearing impaired children.

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.

A theme-based creative movement curriculum for deaf and hard of hearing students: Focus on speech, language and audition skills

The purpose of this study was to develop a theme based creative movement curriculum that would help hearing-impaired students develop language, speech and audition skills.

A description of characteristics of very young children referred for speech and language evaluation at Central Institute for the Deaf

This paper discusses the early identification and assessment of children younger than six who were referred to the Central Institute for the Deaf Speech and Hearing Clinic.