Linguistic Word Classes in the Spoken Language of Normal, Hard-of-Hearing, and Deaf Children

1968 ◽  
Vol 11 (2) ◽  
pp. 279-287 ◽  
Author(s):  
John B. Brannon
Keyword(s):  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Classification System ◽  
Spoken Language ◽  
Spoken Word ◽  
Deaf Children ◽  
Word Class ◽  
New Classification ◽  
Word Classes

The spoken language of three groups of subjects—normal, hard-of-hearing, and deaf—was analyzed by means of a new classification system devised by Jones, Goodman, and Wepman. Each spoken word was sorted into one of 14 word classes. Group means for each word class were compared. It was concluded that a significant hearing impairment reduces productivity of both tokens and types of words. A moderate impairment lowers the use of adverbs, pronouns, and auxiliaries; a profound impairment reduces nearly all classes. In proportion to total word output the deaf overused nouns and articles, underused prepositions, quantifiers, and indefinites.

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

2020 ◽  
pp. 095679762096038
Author(s):  
Chi-Lin Yu ◽  
Christopher M. Stanzione ◽  
Henry M. Wellman ◽  
Amy R. Lederberg
Keyword(s):  
Theory Of Mind ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Older Children ◽  
Language Abilities ◽  
Hearing Parents ◽  
Developmental Relationship

Deaf and hard-of-hearing (DHH) children born to hearing parents have profound theory-of-mind (ToM) delays, yet little is known about how providing hearing assistance early in life, through cochlear implants and hearing aids, influences their ToM development. We thus addressed (a) whether young DHH children with early hearing provision developed ToM differently than older children did in previous research and (b) what ToM understandings characterize this understudied population. Findings from 84 three- to six-year-old DHH children primarily acquiring spoken language demonstrated that accumulated hearing experience influenced their ToM, as measured by a five-step ToM scale. Moreover, language abilities mediated this developmental relationship: Children with more advanced language abilities, because of more time using cochlear implants and hearing aids, had better ToM growth. These findings demonstrate the crucial relationships among hearing, language, and ToM for DHH children acquiring spoken language, thereby addressing theoretical and practical questions about ToM development.

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

scholarly journals Pathologies of the hearing aid under the influence of global climate change and ecology

2021 ◽  
Vol 937 (2) ◽  
pp. 022017
Author(s):  
N Ryzhkin ◽  
A Ivanova ◽  
Y Savchenko ◽  
R Polin ◽  
I Korobov
Keyword(s):  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Hearing Aid ◽  
Global Climate ◽  
Physical Development ◽  
Deaf Children ◽  
Impaired Hearing ◽  
The World ◽  
Hearing Children ◽  
Short Time

Abstract This article discusses the pathological changes of the hearing aid in connection with the deterioration of the environmental situation around the world, presents the psychophysical features that deal with the struggle of children with hearing impairment (hard of hearing and deaf). The method of physical education in the course of classes in the wrestling section for the adaptation and harmonious physical development of hard-of-hearing children is proposed and investigated. In our opinion, exercises in wrestling contribute to the development of a number of many valuable physical and psychological qualities that are necessary for a child with hearing impairment. The hypothesis of the study is based on the assumption that the inclusion of special developed methods for wrestling will allow to achieve significant results in a short time in children with hearing impairment. The use of wrestling exercises allows you to maximize the development of the functions of these analyzers for deaf children to more effectively participate in the compensation of lost qualities as a result of impaired hearing aid.

Family ASL: An Early Start to Equitable Education for Deaf Children

2021 ◽  
pp. 027112142110313
Author(s):  
Diane C. Lillo-Martin ◽  
Elaine Gale ◽  
Deborah Chen Pichler
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Early Exposure ◽  
Sign Languages ◽  
Early Adoption ◽  
Language Deprivation ◽  
Equitable Education

Deaf and hard-of-hearing (DHH) children experience systematic barriers to equitable education due to intentional or unintentional ableist views that can lead to a general lack of awareness about the value of natural sign languages and insufficient resources supporting sign language development. Furthermore, an imbalance of information in favor of spoken languages often stems from a phonocentric perspective that views signing as an inferior form of communication that also hinders the development of spoken language. On the contrary, research demonstrates that early adoption of a natural sign language confers critical protection from the risks of language deprivation without endangering spoken language development. In this position paper, we draw attention to deep societal biases about language in the information presented to parents of DHH children, against early exposure to a natural sign language. We outline actions that parents and professionals can adopt to maximize DHH children’s chances for on-time language development.

Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Birgitta Sahlén ◽  
Kristina Hansson ◽  
Viveka Lyberg-Åhlander ◽  
Jonas Brännström
Keyword(s):  
Language Learning ◽  
Hard Of Hearing ◽  
Language Impairment ◽  
Cognitive Skills ◽  
Spoken Language ◽  
Deaf Children ◽  
Nonword Repetition ◽  
Communicative Development ◽  
Language Problems ◽  
Hearing Children

Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education.

Introducing Young Children Who Are Deaf or Hard of Hearing to Spoken Language

2002 ◽  
Vol 33 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Michele Wilkins ◽  
David J. Ertmer
Keyword(s):  
Cochlear Implants ◽  
Parent Education ◽  
Student Teacher ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Mainstream Classrooms ◽  
Key Features ◽  
Listening And Speaking

This article provides an overview of the workings of an oral school for children who are deaf or hard of hearing. The key features of the school include low student-teacher ratios, teachers who are trained as oral educators of deaf children, ongoing staff and parent education, specialized curricula, and a strong emphasis on listening and speaking throughout the day. Approximately 75% of the students at the school use cochlear implants; the remainder wear hearing aids. The graduates of this program have shown that an oral school can help many children who are deaf or hard of hearing achieve success as oral communicators and students in mainstream classrooms.

The Spoken Syntax of Normal, Hard-of-Hearing, and Deaf Children

1966 ◽  
Vol 9 (4) ◽  
pp. 604-610 ◽  
Author(s):  
John B. Brannon ◽  
Thomas Murry
Keyword(s):  
Hearing Loss ◽  
Word Order ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Total Output ◽  
Control Group ◽  
Moderate Correlation ◽  
Impaired Children ◽  
Language Sample

A spoken language sample of 50 sentences was obtained from 30 normal and 30 hearing-impaired children and quantified according to total output and syntactical accuracy. A total score of structural accuracy (syntax) was obtained by combining the errors of addition, omission, substitution, and word order. The hard-of-hearing subgroup resembled the control group in its total output of words, but the deaf subgroup was significantly lower in this measure. The differences between syntax scores were significant among all three groups. A moderate correlation was found between average hearing loss and total words uttered; a higher correlation resulted when hearing loss and measures of syntax were paired.

Correlation between New Classification System for Reflux Laryngopharyngitis and Los Angeles Classification System for Reflux Esophagitis

2009 ◽  
Vol 60 (3) ◽  
pp. 268-275
Author(s):  
Kohei Nishimura ◽  
Hiromasa Fujita ◽  
Toshiaki Tanaka ◽  
Yuichi Tanaka ◽  
Satoru Matono ◽  
...  
Keyword(s):  
Los Angeles ◽  
Reflux Esophagitis ◽  
Classification System ◽  
New Classification ◽  
Los Angeles Classification
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