Depth of reading vocabulary in hearing and hearing-impaired children

The main point of our study was to examine the vocabulary knowledge of pupils in grades 3–6, and in particular the relative reading vocabulary disadvantage of hearing-impaired pupils. The achievements of 394 pupils with normal hearing and 106 pupils with a hearing impairment were examined on two vocabulary assessment tasks: a lexical decision task and a use decision task. The target words in both tasks represent the vocabulary children should have at the end of primary school. The results showed that most hearing pupils reached this norm, whereas most hearing-impaired pupils did not. In addition, results showed that hearing-impaired pupils not only knew fewer words, but that they also knew them less well. This lack of deeper knowledge remained even when matching hearing and hearing-impaired children on minimal word knowledge. Additionally, comparison of the two tasks demonstrated the efficacy of the lexical decision task as a measure of lexical semantic knowledge

Cued Speech for Enhancing Speech Perception of Individuals with Cochlear Implant

info:eu-repo/semantics/publishe

Cued Speech for the Development of the Alphabetic Principle

info:eu-repo/semantics/publishe

Neurolinguistic development in deaf children: the effect of early language experience

info:eu-repo/semantics/nonPublishe

Cued Speech and Cued Language for deaf and hard of hearing childen

http://www.pluralpublishing.com/publication_csclddhhc.htminfo:eu-repo/semantics/publishe

Cued Speech and Cochlear Implants :A powerful combination for natural spoken language acquisition and the devlopment of reading

Cued Speech (CS), a manual communication system that functions entirely in the absence of speech and hearing, makes use of visual information from lipreading combined with handshapes positioned in different places around the face in order to deliver completely unambiguous information about syllables and phonemes of spoken language. On the basis of behavioral and neuroimaging data, we argue here that manual, not lipread, information plays the primary role in the processing of CS. We also argue that CS combined with a cochlear implant (CI) is a powerful tool. We review the avalable literature showing that CS enhances speech perception in CI children, and it also favors the appropriate development of the three R's (reading, rhyming, and remembering). The chapter concludes with considerations regarding the future of CS systems and the necessity to explicitly train deaf children with CIs to use not only auditory information, but also visual speech information.info:eu-repo/semantics/publishe

Setting the stage for school health-promoting programmes for Deaf children in Spain

Implementing health-promoting programmes for the most excluded and at-risk social groups forms a key part of any efforts to address underserved populations and reduce health inequalities in society. However, many at-risk children, particularly children in Deaf communities, are not reached, or are poorly served, by health-promoting programmes within the school setting. This is so because schools are effective as health-promoting environments for d/Deaf children only to the extent that they properly address their unique communication needs and ensure they are both able and enabled to learn in a communication-rich and supportive psycho-social environment. This article examines how the usually separate strands of school health promotion and d/Deaf education might be woven together and illustrates research with Deaf community members that involves them and gives their perspective. The primary objective of this study was to map Deaf pilot bilingual education programmes in Spain—one of the first countries to ratify the Convention on the Rights of Persons with Disabilities (United Nations. (2006) Convention on the Rights of Persons with Disabilities, Resolution A/RES/61/106.)—with particular attention to their compliance to the Convention’s article 24. Following pre-testing, 516 key informants were surveyed by mail (response rate: 42.08%) by using a snowball key-informant approach, within a Participatory Action Research framework, at a national, regional and local level. The results show that although some schools have achieved recommended standards, bilingual programmes are in various stages of formulation and implementation and are far from being equally distributed across the country, with only four regions concentrating more than 70% of these practices. This uneven geographical distribution of programmes probably reflects more basic differences in the priority given by regions, provinces, and municipalities to the Deaf community’s needs and rights as an important policy objective and may reinforce or widen inequalities by favouring or discriminating rather than achieving access and equity for this noticeably overlooked community.Spanish Medical Research Council (PI021068)