3 edition of Maternal style and cognitive performance in deaf and hearing children found in the catalog.
Maternal style and cognitive performance in deaf and hearing children
Paul M. Brinich
Written in English
|Statement||by Paul M. Brinich.|
|LC Classifications||Microfilm 51942 (B)|
|The Physical Object|
|Pagination||viii, 133 leaves.|
|Number of Pages||133|
|LC Control Number||90955212|
Academic Performance of Deaf and Hard of Hearing Students Early language has ramiﬁcations for academic achievement. Deaf and hard of hearing children underperform in comparison with hearing children of similar ages in most content areas, and especially in the area of reading,15,16 This is aFile Size: 5MB. Beyond children’s age, children’s degree of hearing loss, and storybook telling, joint writing predicted word writing (15%), word recognition (31%), and letter knowledge (36%). Implications Recommendations focused on encouraging parent and teacher awareness about the differential contributions of storybook telling and writing mediation to.
Special Education: Education of Deaf and Hard of Hearing Students () Test at a Glance Deaf and Hard of Hearing Children and Youths. The two-hour test is composed of computer-delivered, environmental, cognitive, social, and physical) 1. Recognize how hearing loss can affect social development 2. Recognize the impact of deafness onFile Size: KB. Technology has been used in the education of deaf and hard-of-hearing children for some time (Loeterman, Paul, & Donahue, ). Technologies that have been used and studied with respect to deaf and hard-of-hearing children relative to literacy include the use of captioning and Internet-based approaches (Easterbrooks & Stephenson, ).Cited by:
Other terminology "Hearing impairment" and "hearing loss" are often used interchangeably by health care professionals to refer to hearing determined by audiometry to be below threshold levels for normal hearing. Deaf (small "d") is a colloquial term that implies hearing thresholds in the severe-to-profound range by audiometry. Deaf culture (always a Cited by: The current study investigated the bilingual abilities of 55 Deaf individuals, examining both American Sign Language (ASL) competency and English reading skills. Results revealed a positive relationship between ASL competency and English skills, with highly competent signers scoring higher on a measure of reading comprehension. Additionally, family characteristics .
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This groundbreaking book integrates the work of 54 contributors to the symposium on cognition, education, and deafness.
It focuses on cognition and deaf students’ growth and development, problem-solving strategies, thinking processes, language development, reading methodology, measurement of potential, and intervention by: Stress in Greek mothers with deaf children: Effects of child characteristics, family resources and cognitive set.
American Annals of the Deaf, Cited by: 1. North Charles Street Baltimore, Maryland, USA +1 () [email protected] © Project MUSE. Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries. The cognitive development of children with hearing impairment is similar to that of normally hearing children, provided their innate communication capabilities are acknowledged and capitalized upon.
In the case of congenital deafness, when parents are given a prenatal diagnosis, or during the first few months after birth, the parents' anguish Cited by: 3.
The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. These electronic devices are capable of replacing the function of damaged hair cells of the inner ear, and creating the sensation of hearing.
Cochlear implantation in deaf children has been found to enhance not only auditory-related capa- cities, but also other cognitive functions, including WM (Shin et al., ).
Spoken Language Development in Infants who are Deaf or Hard of Hearing: The Role of Maternal Infant-Directed Speech By Tonya R. Bergeson-Dana, Ph.D., Indiana University children using a special style of speech commonly known as "babytalk" or performance is not as good as that of children with typical hearing (Vongpaisal.
Position Statement On Early Cognitive and Language Development and Education of Deaf and Hard of Hearing Children. Context Requiring Action. Young deaf and hard of hearing children continue to experience delayed cognitive and language development in early childhood that lead to academic difficulties and underperformance when they begin schooling.
In the present longitudinal study, 20 deaf and 20 hearing children were observed during free play with their hearing mothers when the children were 22 months and 3 years of age. • Deaf children are “visual learners” – Hearing learners > deaf learners in visual-spatial skills (Blatto-Vallee et al., ; Morrison et al., ) – No difference between early and late signers – Less hearing is linked to better scores – Performance predicts deaf students’ math scoresFile Size: 2MB.
Language learning with restricted input: Case studies of two hearing children of deaf parents - Volume 2 Issue 1 - Jacqueline Sachs, Barbara Bard, Marie L.
JohnsonCited by: weight, birth asphyxia and neonatal jaundice. Improved maternal and child health practices would help to prevent these complications. The use of ototoxic medicines in expectant mothers and newborns, which is responsible for 4% of childhood hearing loss, could potentially be avoided.
Estimates of causes of preventable hearing loss Other* 8% 4% 31% 17% icFile Size: 1MB. Research highlights The study presents a protocol for assessing hearing and deaf pre-school children's communicative abilities. Deaf children have communication delays, independent of choice of language and modality.
The protocol is comprehensive and innovative, including assessments by parent, SLT, and interpreter. The protocol is modality-free, enabling its use with the full range of deaf Cited by: 8.
Despite advanced technologies in auditory rehabilitation of profound deafness, deaf children often exhibit delayed cognitive and linguistic development and auditory training remains a crucial.
af children (mean age, 7 yr 2 mo) before receiving the cochlear implant, and they were reassessed with the same test at 6-mo follow-up. Their parents completed questionnaires concerning their medical and educational history, parenting style, and parental emotional problems.
Results: Deaf children showed marked improvement in speedy and delicate motor. This paper provides an overview of deaf or hard-of-hearing development, with particular relevance to emerging cognitive skills.
A contextual approach is adopted, emphasising linguistic, cultural and ‘nonverbal’ factors. Some generic assessment considerations are provided for the optimal, evidence-based assessment of deaf or hard-of-hearing children.
Interactive storybook reading is effective in enhancing deaf and hard-of-hearing (DHH) children's emergent literacy skills. The current digital era gives parents more opportunities to read books with their by: 1. In the present longitudinal study, 20 deaf and 20 hearing children were observed during free play with their hearing mothers when the children were 22 months and 3 years of age.
Compared to hearing children, deaf children were severely language delayed, with deaf 3-year-olds using less language (speech or sign) than hearing month-olds. In this regard, the study by Brown and Remine (), who compare the maternal style of mothers while playing with deaf and hearing children aged to months, shows that the most frequent.
mother’s current communication skills with her child, and maternal use of additional services beyond those oﬀered by Studies with hearing families and deaf and hard-of-hearing children (focusing on family values toward education, parents’ attitudes/expectations toward the compatible with the families’ goals and functional style.
1. Introduction. Interaction studies, initially, between hearing parents and children, became popular in the late s and seemed to indicate that parental style of interaction played a crucial role in the overall development of normal children.This type of research soon extended to include mother–child pairs where the child had some form of by: The cognitive skill that is the focus of this paper is attention – specifically, attention to speech.
Investigating attention to speech in deaf infants who receive cochlear implants can provide important new information that will contribute to our understanding of how sensory input affects cognitive by: Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population.
Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method.