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Early print concepts: insights from work with young deaf childrenEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study demonstrates that this also obtains for young deaf children still in the early stages of developing spoken language. Data collected from the homes of 13 deaf children (aged from 3 years 3 months to 4 years 4 months at the start of the study) over a two-year period showed hypothesising and experimenting around writing. Spontaneous drawing and writing samples were collected and a method of eliciting data was devised that did not rely on the children knowing vocabulary related to print (e.g. 'word' or 'sentence'). The data revealed that these children had internalised print concepts but this knowledge could easily ...
Source: Deafness and Education International - November 14, 2009 Category: Audiology Authors: Linda M. Watson Source Type: journals

Phonological awareness and decoding skills in deaf adolescentsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study investigated the phonological awareness skills of a group of deaf adolescents and how these skills correlated with decoding skills (single word and non-word reading) and receptive vocabulary.Twenty, congenitally profoundly deaf adolescents with at least average nonverbal cognitive skills were tested on a range of phonological awareness tasks, and a non-word and real-word reading task, and their speech intelligibility was rated. Scores on a receptive vocabulary measure were gathered from existing records. All participants met an inclusion criterion of scoring within one standard deviation of the mean on a non-ver...
Source: Deafness and Education International - November 11, 2009 Category: Audiology Authors: L. Gravenstede Source Type: journals

Psychological process in deaf children with complex needs: an evidence-based practical guide. Lindsey Edwards and Susan Crocker, Jessica Kingsley Publishers, London, 2008, 204pp, ISBN 9781843104148Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
No Abstract (Source: Deafness and Education International)
Source: Deafness and Education International - August 11, 2009 Category: Audiology Authors: Isabel Tsverik Source Type: journals

Effect of caption rate on the comprehension of educational television programmes by deaf school studentsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Television captioning has great potential to provide deaf children with access to the audio track of programmes. However, use of captions may be limited by the lower English literacy skills of the deaf population compared to the general population. Here, we investigate how the rate of caption delivery affects the comprehension of educational programmes by better- and poorer-reading deaf school children. Participants watched three short documentaries, with captions presented at 90, 120, or 180 words per minute (wpm). Across both reading levels, comprehension was uniformly higher at 90 and 120 wpm than at 180 wpm. Independen...
Source: Deafness and Education International - July 21, 2009 Category: Audiology Authors: Michael D. Tyler, Caroline Jones, Leonid Grebennikov, Denis Burnham, Caroline Jones, Greg Leigh, William Noble Source Type: journals

Speech recognition, working memory and conversation in children with cochlear implantsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined the relationship between speech recognition, working memory and conversational skills in a group of 13 children/adolescents with cochlear implants (CIs) between 11 and 19 years of age. Conversational skills were assessed in a referential communication task where the participants interacted with a hearing peer of the same age and gender. The measures were the number of requests for clarification produced, time used to solve the task and the proportion of the different types of requests for clarification made by the participants with CIs. The results revealed that speech recognition correlated significant...
Source: Deafness and Education International - July 19, 2009 Category: Audiology Authors: Tina Ibertsson, Kristina Hansson, Lena Asker-Àrnason, Birgitta Sahlén Source Type: journals

EditorialEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
No abstract. (Source: Deafness and Education International)
Source: Deafness and Education International - July 15, 2009 Category: Audiology Authors: Linda Watson, P. Margaret Brown Source Type: journals

Deafness, teacher-of-the-deaf support and self-concept in Australian deaf studentsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examines whether self-concept scores of deaf students vary according to age at diagnosis of deafness, the degree of deafness and the number of visits students receive from a teacher of the deaf. Thirty-seven deaf students between the ages of 12 and 18 attending inclusive educational settings in Western Australia participated in the study. The Piers-Harris Children's Self-Concept Scale, Second Edition (Piers-Harris 2) was used as a measure of self-concept. Overall, group mean self-concept scores on the Piers-Harris 2 were within the average range, with some differences between groups in relation to these. There w...
Source: Deafness and Education International - June 28, 2009 Category: Audiology Authors: Maria D. Remine, Esther Care, Melissa Grbic Source Type: journals

Advances in the spoken language development of deaf and hard-of-hearing children. Edited by Patricia Elizabeth Spencer and Marc Marschark, Oxford University Press, 2006, 381pp, ISBN 0-19-517987-0Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
No Abstract (Source: Deafness and Education International)
Source: Deafness and Education International - June 24, 2009 Category: Audiology Authors: Linda Watson Source Type: journals

Advances in the sign language development of deaf children. Edited by Brenda Schick, Marc Marschark and Patricia Elizabeth Spencer, Oxford University Press, 2006, 416pp, ISBN 0-19-518094-1Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
No abstract. (Source: Deafness and Education International)
Source: Deafness and Education International - August 27, 2007 Category: Audiology Authors: Tyron Woolfe Source Type: journals