Fourteen deaf elementary children (eight from total communication and six from oral classes) and seven non-hearing-impaired peers were given tasks designed to elicit spontaneous language. Results favored hearing children on all measures. When comparing the two deaf groups, few differences emerged in measures of verbal output and communicativeness.…

The objective of this study was to bring about a better understanding of the abilities of prelingually deafened individuals to process word and nonword visual information. Students with prelingual deafness (n = 18, mean grade = 5.1) and a task-matched hearing control group (n = 28, mean grade = 4.9) judged the identicalness of physically…

Results of a survey of oral deaf adults, parents, and teachers showed oral deaf adults stressing the importance of values to oral success. Parents believed oral success must be supported by integration. Teachers responses include no reference to values. (Author/CL)

A review of research on conversational competencies of hearing impaired students who rely on oral language as their predominant means of communication suggests that while much remains unknown, similarities exist in the ways learning disabled and hearing impaired children cope with the conversational demands of the classroom. (CL)

No significant differences were found between average reading ages of 14 hearing impaired students learning via the oral method (group 1) and 20 hearing impaired students learning via a sign system (group 2). Group 2 Ss wrote fewer words and shorter sentences but their sentences were more grammatically mature and more often correct. (CL)

R. Conrad's position that the use of forms of manual communication in the education of deaf students is highly effective and desirable is supported; however, a reinterpretation of his work is offered to provide a more solid theoretical base and to indicate judicious and appropriate strategies in educational practice. (Author/SW)

The article focuses on the various dimensions of the auditory-oral track which features the auditory-oral method of instruction for hearing impaired children. The author stresses the Alexander Graham Bell Association's commitment to auditory-oral options for deaf children and youth. (SB)

The advisor's role in the establishment of auditory-oral programs to serve parents of infants with hearing impairments in developing countries involves liaison with organizing authorities; selection and training of local personnel; determination of the program's size, eligibility criteria, facilities, and equipment; and supervision of the program…

The phonological processing skills of 24 pre-lingually deaf 8- and 9-year-old experienced cochlear implant users were measured using a nonword repetition task. The children heard recordings of 20 nonwords and were asked to repeat each pattern as accurately as possible. Detailed segmental analyses of the consonants in the children's imitation…

Classroom communication between deaf students was modeled using a question-and-answer game. Participants consisted of student pairs that relied on spoken language, pairs that relied on American Sign Language (ASL), and mixed pairs in which one student used spoken language and one signed. Although the task encouraged students to request…

Family and community interactions provide important opportunities for facilitating the integration of children and youth with hearing loss, yet these environments have received little research attention. In this study, facilitators and barriers to integration associated with the social milieus of young people with hearing loss were identified.…

Discusses the implications of deafness for cognition and describes communicative systems (the oral method and sign language) for the deaf. Holds that parents of deaf children should teach them both signing and speaking. (GC)

Under both the audition alone and combined audition and lipreading conditions, Ss' performance was superior to that previously reported for profoundly hearing impaired children trained in schools in which a "multisensory" approach is typically used. (Author)

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)

This paper discusses ways to think about the dynamics between oral productions and technologies for recording texts. It addresses the special problems of collecting, interpreting, and transcribing literature of North American Indians. Many of the original transcriptions of these works were done with an Indian translator for whom English was not…