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Peer reviewedDe Filippo, Carol Lee – Volta Review, 1988
Tracking as a technique for training and evaluating speechreaders' reception of connected discourse is redefined, and some of its modifications are presented. Also noted are issues in the use of tracking, such as verbatim response, talker learning, and material selection, and recommendations for preparing speechreaders for the tracking task. (JDD)
Descriptors: Evaluation Methods, Feedback, Hearing Impairments, Interaction
Download full textMusselman, Carol L.; And Others – 1985
A longitudinal study was conducted of 153 children (3-7 years old) with severe and profound hearing losses. Ss were tested three times over a 4-year period, including measures of linguistic and academic performance. In addition, information was collected on the background characteristics of Ss through parent interviews. Among findings were that,…
Descriptors: Elementary Education, Expressive Language, Hearing Impairments, Language Acquisition
Peer reviewedPudlas, Kenneth A. – American Annals of the Deaf, 1987
The study measured hearing-impaired (N=106) students' reception of language presented via five modes: oral, aural, manual, oral-aural;, and simultaneous manual and oral. The simultaneous manual and oral and the manual modes received the highest ratings. Results are discussed in terms of theories of cognitive processing and selective attention.…
Descriptors: Attention Control, Aural Learning, Cognitive Processes, Elementary Secondary Education
Peer reviewedOwens, Elmer; Raggio, Marcia – Journal of Speech and Hearing Disorders, 1987
A tracking procedure (lipreading of word groups that are repeated by a hearing-impaired listener), emphasizing practical coping strategies and practice in responding to cues in connected speech, was utilized with one deaf adult subject. Tracking scores before and after training illustrate the value of the procedure for evaluation and training.…
Descriptors: Adults, Auditory Evaluation, Auditory Perception, Auditory Tests
Moores, Donald F.; And Others – 1973
Presented is the third year interim report of a 4-year longitudinal study comparing effectiveness of seven preschool programs which serve approximately 69 deaf children. Schools are seen to emphasize either an oral-aural, Rochester (oral-aural plus fingerspelling), or total communication approach to language development. Reported are the following…
Descriptors: Deafness, Early Childhood Education, Exceptional Child Research, Expressive Language
Moores, Donald F.; And Others – 1974
Presented is the fourth year report of a 4-year longitudinal study comparing effectiveness of seven preschool programs for deaf children. Schools are seen to emphasize either an oral-aural, Rochester (Oral-aural plus finger spelling), or total communication method of instruction. Included in the report are a brief review of literature on…
Descriptors: Academic Achievement, Deafness, Early Childhood Education, Exceptional Child Research
