M. Lewis, F. Gallun, J. Gordon, D. Lilly, C. Crandell
{"title":"A Pilot Investigation regarding Speech-Recognition Performance in Noise for Adults with Hearing Loss in the FM+HA Listening Condition.","authors":"M. Lewis, F. Gallun, J. Gordon, D. Lilly, C. Crandell","doi":"10.17955/TVR.110.1.617","DOIUrl":"https://doi.org/10.17955/TVR.110.1.617","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80210320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-01DOI: 10.17955/TVR.109.2.3.619
D. Dornan, L. Hickson, B. Murdoch, K. T. Houston
This study examined the speech perception, speech, and language developmental progress of 25 children with hearing loss (mean Pure-Tone Average [PTA] 79.37 dB HL) in an auditory-verbal therapy program. Children were tested initially and then 21 months later on a battery of assessments. The speech and language results over time were compared with those for a control group of children with typical hearing who were matched for initial language age, receptive vocabulary, gender, and socioeconomic level. Speech perception scores for the children with hearing loss showed significant improvement (p 0.05). At the 21-month test point, 84% of the children with hearing loss scored within the typical range for total language age, compared to 58.6% at the initial assessment. Receptive vocabulary scores were an exception, with the children with typical hearing showing significantly more gain than the children with hearing loss (p < 0.05). Nevertheless, the group with hearing loss scored within the typical range for receptive vocabulary. Overall, the results show that the children with hearing loss had improved speech perception skills over time and that their rate of progress for speech and language skills was similar to that of children with typical hearing.
本研究检测了25例听力损失儿童(平均纯音平均[PTA] 79.37 dB HL)在听觉言语治疗方案中的言语感知、言语和语言发展进展。孩子们先接受测试，然后在21个月后接受一系列评估。随着时间的推移，言语和语言的结果与对照组的典型听力儿童进行了比较，对照组的儿童在初始语言年龄、接受性词汇、性别和社会经济水平上都是匹配的。听力损失患儿的言语感知评分有显著提高(p < 0.05)。在21个月的测试点，84%的听力损失儿童的总语言年龄得分在典型范围内，而在最初的评估中这一比例为58.6%。听力正常儿童的接受性词汇得分明显高于听力损失儿童(p < 0.05)。然而，听力损失组在接受性词汇方面的得分在典型范围内。总体而言，研究结果表明，随着时间的推移，听力损失儿童的言语感知能力有所提高，他们在言语和语言技能方面的进步速度与正常听力儿童相似。
{"title":"Longitudinal study of speech perception, speech, and language for children with hearing loss in an auditory-verbal therapy program","authors":"D. Dornan, L. Hickson, B. Murdoch, K. T. Houston","doi":"10.17955/TVR.109.2.3.619","DOIUrl":"https://doi.org/10.17955/TVR.109.2.3.619","url":null,"abstract":"This study examined the speech perception, speech, and language developmental progress of 25 children with hearing loss (mean Pure-Tone Average [PTA] 79.37 dB HL) in an auditory-verbal therapy program. Children were tested initially and then 21 months later on a battery of assessments. The speech and language results over time were compared with those for a control group of children with typical hearing who were matched for initial language age, receptive vocabulary, gender, and socioeconomic level. Speech perception scores for the children with hearing loss showed significant improvement (p 0.05). At the 21-month test point, 84% of the children with hearing loss scored within the typical range for total language age, compared to 58.6% at the initial assessment. Receptive vocabulary scores were an exception, with the children with typical hearing showing significantly more gain than the children with hearing loss (p < 0.05). Nevertheless, the group with hearing loss scored within the typical range for receptive vocabulary. Overall, the results show that the children with hearing loss had improved speech perception skills over time and that their rate of progress for speech and language skills was similar to that of children with typical hearing.","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78953228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-01DOI: 10.17955/TVR.109.2.3.622
J. P. Bergeron, A. Lederberg, S. Easterbrooks, Elizabeth M. Miller, C. Connor
Acquisition of phoneme-grapheme correspondences, a key concept of the alphabetic principle, was examined in young children who are deaf or hard of hearing (DHH) using a semantic association strategy embedded in two interventions, the Children’s Early Intervention and Foundations for Literacy. Single-subject design experiments using multiple baselines across content were used to examine the functional relationship between student outcomes and the intervention provided. Only students who were able to identify spoken words were included in the studies. Study One was conducted with 5 children 3.10–7.10 years of age in oral or signing programs. Study Two was conducted with 5 children 3.10–4.5 years of age in an oral program. All children acquired taught phoneme-grapheme correspondences. These findings provide muchneeded evidence that children who are DHH and who have some speech perception abilities can learn critical phoneme-grapheme correspondences through explicit auditory skill instruction with language and visual support.
{"title":"Building the Alphabetic Principle in Young Children Who Are Deaf or Hard of Hearing.","authors":"J. P. Bergeron, A. Lederberg, S. Easterbrooks, Elizabeth M. Miller, C. Connor","doi":"10.17955/TVR.109.2.3.622","DOIUrl":"https://doi.org/10.17955/TVR.109.2.3.622","url":null,"abstract":"Acquisition of phoneme-grapheme correspondences, a key concept of the alphabetic principle, was examined in young children who are deaf or hard of hearing (DHH) using a semantic association strategy embedded in two interventions, the Children’s Early Intervention and Foundations for Literacy. Single-subject design experiments using multiple baselines across content were used to examine the functional relationship between student outcomes and the intervention provided. Only students who were able to identify spoken words were included in the studies. Study One was conducted with 5 children 3.10–7.10 years of age in oral or signing programs. Study Two was conducted with 5 children 3.10–4.5 years of age in an oral program. All children acquired taught phoneme-grapheme correspondences. These findings provide muchneeded evidence that children who are DHH and who have some speech perception abilities can learn critical phoneme-grapheme correspondences through explicit auditory skill instruction with language and visual support.","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87418147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-01DOI: 10.17955/TVR.109.2.3.COMM
M. Gustafson
{"title":"Contemporary Reflections on Speech-Based Language Learning.","authors":"M. Gustafson","doi":"10.17955/TVR.109.2.3.COMM","DOIUrl":"https://doi.org/10.17955/TVR.109.2.3.COMM","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87654691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-01DOI: 10.17955/TVR.109.2.3.613
J. C. Johnston, Andrée Durieux Smith, Annette M. O'Connor, K. Benzies, E. Fitzpatrick, D. Angus
{"title":"The Development and Piloting of a Decision Aid for Parents Considering Sequential Bilateral Cochlear Implantation for Their Child with Hearing Loss","authors":"J. C. Johnston, Andrée Durieux Smith, Annette M. O'Connor, K. Benzies, E. Fitzpatrick, D. Angus","doi":"10.17955/TVR.109.2.3.613","DOIUrl":"https://doi.org/10.17955/TVR.109.2.3.613","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73628950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Hearing Aid Innovations: 100+ Years Later","authors":"R. Bentler","doi":"10.17955/tvr.109.1.comm","DOIUrl":"https://doi.org/10.17955/tvr.109.1.comm","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90233807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Acquisition of the Prosodic Word by Children with Hearing Loss Using a Cochlear Implant","authors":"L. Adi-Bensaid, T. Most","doi":"10.17955/tvr.109.1.607","DOIUrl":"https://doi.org/10.17955/tvr.109.1.607","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89038333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Easterbrooks, A. Lederberg, Elizabeth M. Miller, J. P. Bergeron, C. Connor
{"title":"Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengths and Weaknesses","authors":"S. Easterbrooks, A. Lederberg, Elizabeth M. Miller, J. P. Bergeron, C. Connor","doi":"10.17955/TVR.108.2.608","DOIUrl":"https://doi.org/10.17955/TVR.108.2.608","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72693782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yasser A. Al-Hilawani, Fatimah A. Dashti, A. A. Abdullah
Yasser A. Al-Hilawani, Ed.D., is an Associate Professor of Special Education in the Department of Education Psychology at Kuwait University. Fatimah A. Dashti, Ph.D., is an Assistant Professor of Instructional Technology in the Department of Curriculum and Instruction at Kuwait University. Ahmad A. Abdullah, Ph.D., is an Associate Professor of Special Education in the Department of Educational Psychology at Kuwait University. Correspondence concerning this article should be addressed to Dr. Al-Hilawani, Department of Educational Psychology, College of Education, Kuwait University, P. O. Box 13281 Kaifan, Code No. 71953, Kuwait, or by email at yhilawani@netscape.net. The Volta Review, Volume 108(2), 139–154
Yasser A. Al-Hilawani，教育学博士。是科威特大学教育心理学系特殊教育副教授。Fatimah A. Dashti博士是科威特大学课程与教学系教学技术助理教授。Ahmad A. Abdullah，博士，科威特大学教育心理学系特殊教育副教授。有关本文的信件应寄给科威特大学教育学院教育心理学系Al-Hilawani博士，科威特开藩市13281号邮政信箱，代码71953号，或发电子邮件至yhilawani@netscape.net。Volta评论，卷108(2)，139-154
{"title":"Measuring Metacognition: A Prospect for Objective Assessment.","authors":"Yasser A. Al-Hilawani, Fatimah A. Dashti, A. A. Abdullah","doi":"10.17955/TVR.108.2.604","DOIUrl":"https://doi.org/10.17955/TVR.108.2.604","url":null,"abstract":"Yasser A. Al-Hilawani, Ed.D., is an Associate Professor of Special Education in the Department of Education Psychology at Kuwait University. Fatimah A. Dashti, Ph.D., is an Assistant Professor of Instructional Technology in the Department of Curriculum and Instruction at Kuwait University. Ahmad A. Abdullah, Ph.D., is an Associate Professor of Special Education in the Department of Educational Psychology at Kuwait University. Correspondence concerning this article should be addressed to Dr. Al-Hilawani, Department of Educational Psychology, College of Education, Kuwait University, P. O. Box 13281 Kaifan, Code No. 71953, Kuwait, or by email at yhilawani@netscape.net. The Volta Review, Volume 108(2), 139–154","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76374002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Delays in the onset of canonical babbling with hearing loss are extensively documented. Relatively little is known about other aspects of prelinguistic vocal development and hearing loss. Eight infants with typical hearing and eight with severe-to-profound hearing loss were matched with regard to a significant vocal development milestone, the onset of canonical babbling, and were examined at three points in time: before, at, and after the onset of canonical babbling. No differences in volubility were noted between the two infant groups. Growth in canonical babbling appeared to be slower for infants with hearing loss than infants with typical hearing. Glottal and glide production was similar in both groups. The results add to a body of information delineating aspects of prelinguistic vocal development that seem to differ or to be similar in infants with hearing loss compared to infants with typical hearing.
{"title":"Prelinguistic Vocal Development in Infants with Typical Hearing and Infants with Severe-to-Profound Hearing Loss.","authors":"Suneeti Nathani Iyer, D Kimbrough Oller","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Delays in the onset of canonical babbling with hearing loss are extensively documented. Relatively little is known about other aspects of prelinguistic vocal development and hearing loss. Eight infants with typical hearing and eight with severe-to-profound hearing loss were matched with regard to a significant vocal development milestone, the onset of canonical babbling, and were examined at three points in time: before, at, and after the onset of canonical babbling. No differences in volubility were noted between the two infant groups. Growth in canonical babbling appeared to be slower for infants with hearing loss than infants with typical hearing. Glottal and glide production was similar in both groups. The results add to a body of information delineating aspects of prelinguistic vocal development that seem to differ or to be similar in infants with hearing loss compared to infants with typical hearing.</p>","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3076954/pdf/nihms231999.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"29821994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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