Forty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading comprehension, English vocabulary, phonological awareness and speechreading at three time points, 1 year apart (T1-T3). Their progress was compared with that of a group of hearing children of similar nonverbal IQ, initially reading at the…

The study assessed Theory of Mind (ToM) abilities in a group of oral deaf children and in their hearing mothers using a battery of ToM tasks. It also investigated the connection between mother and child in ToM performance. Participants were: 17 oral deaf children (aged 5 to 14 years) were paired by gender, age, and mental age with 17 hearing…

Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf…

This study examines the receptive skills of severely deaf subjects employing either oral or total modes of communication in the comprehension of a wide range of syntactical and semantic structures. For almost all types of structures investigated, the total system was found to be the more effective method of communication. (Author/SJL)

Describes research into the correspondence between speech and sign language by looking at simultaneous communication as it is used by fluent deaf persons. The study aims to determine what relationship, if any, exists between the morpheme level and the message level of utterances in discourse. (SED)

A review of 12 investigations concerning longterm academic effects of early intervention for preschool hearing-impaired children suggests that children with severe/profound hearing losses before age two who receive total communication in a cognitive-oriented parent-infant language program will be more successful academically than similar children…

Purpose: The purpose of this study was to examine and compare the development of proto-imperative and proto-declarative utterances in normally developing, non-neonatally screened, profoundly deaf toddlers. Method: Both types of proto-declarative are considered to be the most basic prelinguistic and early linguistic communicative functions.…

THE OBJECTIVE WAS TO DETERMINE IF RESIDENTIAL STUDENTS IN INSTITUTIONS FOR THE DEAF PERFORM AT A LOWER LEVEL ON MEASURES OF ACADEMIC ACHIEVEMENT, SOCIAL MATURITY, AND COMMUNICATION ABILITY THAN A SIMILAR GROUP OF STUDENTS WHO ARE DAY STUDENTS AT THE SAME INSTITUTIONS. SAMPLES OF RESIDENTIAL AND DAY STUDENTS AT 15 INSTITUTIONS EDUCATING DEAF…

Examined approaches to studying among deaf distance-education students in Britain who preferred either sign language or spoken language. Findings included that deaf students seemed just as capable as hearing students of adopting a meaning orientation, and that there were no differences in approaches to studying related to students' preferred mode…

Deaf children (N=52) were administered a videotaped presentation of a vocabulary test under one of five conditions: Total Communication (TC) with audio; TC without audio; Manual Communication (MC) with no mouth movement; Oral Communication (OC) with audio; and OC without audio. Modes using MC or TC yielded performances significantly superior to OC…

Conversational control was compared between hearing mothers using auditory-oral communication (A/O) and those using total communication (TC) with 34 deaf preschool children. Among A/O children, maternal style reflected children's spoken language ability, whereas among TC children, maternal style related to children's social development, and…

Examined the nature of reading skills in congenitally deaf and hearing children, 7 to 19 years old. Results indicated deaf and hearing children use orthographic regularities and qualitatively similar psycholinguistic strategies. No relation was found between deaf children's sensitivity to orthographic regularities and type of communication method…

Seventy-two deaf Ss (10- to 19-years-old) were tested, employing the Test of Syntactic Ability (TSA), the language sub-tests of the Stanford Achievement Test (SAT), and analyses of written language samples, in a study of the influence of early language and communication environment on their later syntactic language ability. Ss were divided into…