Oral Communication Skills of Children Who Are Hard of Hearing

1994 ◽  
Vol 37 (1) ◽  
pp. 216-226 ◽  
Author(s):  
Jill L. Elfenbein ◽  
Mary A. Hardin-Jones ◽  
Julia M. Davis
Keyword(s):  
Communication Skills ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Consistent Pattern ◽  
Communication Behavior ◽  
Complex Sentence ◽  
Speech And Language ◽  
Ambiguous Information ◽  
Children's Speech

Forty children with mild to severe hearing losses were administered a battery of speech and language tasks. The children’s speech was characterized by misarticulation of affricates and fricatives, mild-moderate hoarseness, mild resonance problems, and good intelligibility. Their language samples included syntactic errors, primarily involving the use of bound morphemes and complex sentence structures. The children’s pragmatic errors consisted primarily of providing inadequate or ambiguous information to the listener. These results indicate a consistent pattern of oral communication behavior that reflects the reduction of acoustic input that they experience.

The Influence of Selected Home Background Variables on the Development of Oral Communication Skills in Children

1965 ◽  
Vol 8 (3) ◽  
pp. 291-309 ◽  
Author(s):  
Michael Marge
Keyword(s):  
Communication Skills ◽  
Language Skills ◽  
Oral Communication ◽  
Classroom Teachers ◽  
Speech And Language ◽  
Speech Training ◽  
Language Measures ◽  
Home Background

One hundred forty-three preadolescent subjects and their parents took part in a study to determine the effects of certain home background variables on the development of speech and language skills. The children were evaluated on 40 speech and language measures by classroom teachers and by speech specialists. Findings indicated that (a) the children of permissive mothers achieved higher scores in language maturity; (b) parental demands were strongly related to general speaking ability as assessed by teachers; and (c) greater use of techniques of speech training in the home led to higher scores in general speaking ability as assessed by teachers.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

Research and Teaching: Think Before (and After) You Speak: Practice and Self-Reflection Bolster Oral Communication Skills

2016 ◽  
Vol 045 (06) ◽  
Author(s):  
Eleanor Sterling ◽  
Adriana Bravo ◽  
Ana Luz Porzecanski ◽  
Romi Burks ◽  
Joshua Linder ◽  
...  
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Self Reflection ◽  
Research And Teaching ◽  
Before And After

Perfil da Linguagem em Pacientes com Acidente Vascular Encefálico Atendidos pelo Serviço Assistencial Domiciliar Multidisciplinar em Porto Velho – Rondônia

REVISTA FIMCA ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 34-42
Author(s):  
Amanda Leite Silva Cabral ◽  
Flávia Peres Lima ◽  
Jéssica Iara Costa Bessa Paraguassú
Keyword(s):  
Communication Skills ◽  
Oral Language ◽  
Care Service ◽  
Oral Communication ◽  
Etiologic Factor ◽  
Test Protocol ◽  
Cross Sectional ◽  
One Year ◽  
The City ◽  
Porto Velho

Introdução: A afasia é uma das sequelas mais importantes que ocorrem após lesão cerebral de acidente vascular encefálico (AVE). Objetivos: Identificar o perfil da linguagem oral de pacientes com AVE, atendidos pelo Serviço Assistencial Multidisciplinar Domiciliar (SAMD) na cidade de Porto Velho – RO. Materiais e Métodos: Trata-se de um estudo transversal e quantitativo, realizado na residência dos pacientes que estavam sendo atendidos pelo SAMD. Onde foi utilizado o protocolo de Teste de Reabilitação das Afasias composto inicialmente de um questionário que foi aplicados com os familiares dos pacientes para coletar dados quanto ao AVE e os Testes de Comunicação Oral para avaliar dos pacientes. Resultados: Foram avaliados 11 sujeitos com AVE e oito sujeitos apresentaram afasia emissiva do tipo Broca (100%) com presença de agramatismo e anomia (87,5%), e déficit na organização da comunicação e na memória (100%). Referente à etiologia do AVE, verificou-se que 62,5% dos sujeitos apresentaram etiologia decorrente de hipertensão, com tempo de sequelas com tempo entre um ano menos e a três anos (37,5%). Todos os sujeitos (100%) eram muito falantes antes do AVE, porem 50% continuaram muito falantes após o AVE e os outros 50% se tornaram pouco falantes. Conclusão: Os resultados evidenciam que a maioria dos sujeitos apresentaram afasia emissiva do tipo Broca, em decorrência de Acidente Vascular Encefálico Isquêmico tendo como fator etiológico a hipertensão. Desencadeando alterações de linguagem como anomia e agramatismo, afetando ainda suas habilidades de comunicação como a memória e a organização da linguagem. Introduction: Aphasia is one of the most important sequels that occur after brain injury from stroke. Objectives: To identify the oral language profile of patients with stroke, assisted by the Multidisciplinary Home Care Service (SAMD) in the city of Porto Velho - RO. Materials and Methods: This was a cross-sectional and quantitative study carried out at the residence of the patients who were being treated by the SAMD. Where the Aphasia Rehabilitation Test protocol was used, composed initially of a questionnaire that was applied with the relatives of the patients to collect data regarding the AVE and the Oral Communication Tests to evaluate the patients. Results: Eleven subjects with EVA were evaluated, and eight subjects presented Embryonic Emphasis of Broca type (100%) with presence of agramatism and anomia (87.5%), and deficits in the organization of communication and memory (100%). Regarding the etiology of the AVE, 62.5% of the subjects presented etiology due to hypertension, with sequelae time between one year less and three years (37.5%). All subjects (100%) were very talented before the AVE, but 50% remained very talented after the AVE and the other 50% became less talkative. Conclusion: The results show that most of the subjects presented Embryonic Emphasis of the Broca type, due to Ischemic Stroke, having as etiologic factor hypertension. Unleashing language changes such as anomie and agramatism, still affecting his communication skills as memory and the organization of language.

scholarly journals Speech Sound Production in 2-Year-Olds Who Are Hard of Hearing

2014 ◽  
Vol 23 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Sophie E. Ambrose ◽  
Lauren M. Unflat Berry ◽  
Elizabeth A. Walker ◽  
Melody Harrison ◽  
Jacob Oleson ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Hearing Loss ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Sound Production ◽  
Speech Sound ◽  
Linguistic Variables ◽  
Vowel Production ◽  
Severe Hearing Loss ◽  
Children's Speech

Purpose The purpose of the study was to (a) compare the speech sound production abilities of 2-year-old children who are hard of hearing (HH) to children with normal hearing (NH), (b) identify sources of risk for individual children who are HH, and (c) determine whether speech sound production skills at age 2 were predictive of speech sound production skills at age 3. Method Seventy children with bilateral, mild-to-severe hearing loss who use hearing aids and 37 age- and socioeconomic status–matched children with NH participated. Children's speech sound production abilities were assessed at 2 and 3 years of age. Results At age 2, the HH group demonstrated vowel production abilities on par with their NH peers but weaker consonant production abilities. Within the HH group, better outcomes were associated with hearing aid fittings by 6 months of age, hearing loss of less than 45 dB HL, stronger vocabulary scores, and being female. Positive relationships existed between children's speech sound production abilities at 2 and 3 years of age. Conclusion Assessment of early speech sound production abilities in combination with demographic, audiologic, and linguistic variables may be useful in identifying HH children who are at risk for delays in speech sound production.

A Factor Analysis of Oral Communication Skills in Older Children

1964 ◽  
Vol 7 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Michael Marge
Keyword(s):  
Factor Analysis ◽  
Voice Quality ◽  
Oral Communication ◽  
Classroom Teachers ◽  
Older Children ◽  
Speech And Language ◽  
Principal Axes ◽  
Study Population ◽  
Language Measures ◽  
Factor Analytic Method

The investigation reported here was concerned with the application of the factor analytic method to identify the factors which define oral communication abilities in older children. A study population of 143 preadolescent subjects was evaluated on 40 speech and language measures by classroom teachers and by speech specialists. An intercorrelation matrix of the 40 measures was computed and submitted to a factor analysis by means of the principal axes method. Seven factors were extracted which represent the human abilities underlying the dimensions of speech and language behavior studied. The factors were identified as follows: Factor 1—General Speaking Ability as Assessed by Speech Specialists; Factor 2—Motor Skill in Speaking; Factor 3—Speech Dominance; Factor 4—Non-distracting Speech Behavior; Factor 5—Voice Quality; Factor 6— Language Maturity; and Factor 7—General Speaking Ability as Assessed by Teachers.

scholarly journals Students’ Perceptions about the Importance of Communication Skills: A Case Study of EFL Learners at Jazan University, Saudi Arabia

2015 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Muhammad Riaz Khan ◽  
Shehla Riaz Khan ◽  
Saeed Ahmad
Keyword(s):  
Saudi Arabia ◽  
Communication Skills ◽  
English Language ◽  
Personality Development ◽  
Oral Communication ◽  
First Grade ◽  
Social Needs ◽  
Survey Method ◽  
Sample Population ◽  
Speaking Skills

The graduates of Jazan University (Saudi Arabia), like anywhere else in EFL or ESL settings, require effective oral communication skills in English language for a highly competitive and expanding market economy of the country, and the worldwide too. The study was taken to evaluate the students’ perceptions about the need of speaking skills and the urgency to participate in language enhancement activities keeping in view the generally unsatisfactory position of the Saudi students in speaking English language. The sample population for this research was taken from three colleges, i.e. the first grade students from Engineering, Business and Computer Science of this university. A survey method technique was adopted in which data was obtained using a structured questionnaire about students’ responses on multiple items indicating their understanding of the importance of speaking skills, their existing level of oral communication and the need to participate in the extra coaching programs offered by the university. The quantitative data were analyzed by using SPSS 17. The data shows the participants’ understanding of the importance of communication skills for social needs, personality development, attaining and survival in the job market, and their needs for attending extra language training sessions other than their normal routine courses.

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