Pub Date : 2017-12-01DOI: 10.17955/tvr.116.1.2.768
I. Haakma, M. Janssen, A. Minnaert
The article presents a comprehensive literature review of evidence about the psychological needs of students with hearing and/or visual loss, as well as the effect of their perceptions of need support on their motivation, engagement, and outcomes. The framework applied is based on the Self- Determination Theory of motivation, which addresses the important influence that psychological needs bear on the motivation of students. Seventeen studies were included. Although the results are fragmented in the sense that no study was found to encompass Self-Determination Theory as a whole, researchers were able to assess the psychological needs for competence, autonomy, and relatedness separately. Existing literature reports inconsistent findings concerning the perceived needs of students. A few studies suggest that students feel more competent and related in special classroom settings than they do in mainstream settings. Other studies indicate that the extent to which students feel competent, autonomous, and related is often similar to that of students without sensory loss. Potential implications for educational practice and suggestions for future research are discussed.
{"title":"A literature review on the psychological needs of students with sensory loss","authors":"I. Haakma, M. Janssen, A. Minnaert","doi":"10.17955/tvr.116.1.2.768","DOIUrl":"https://doi.org/10.17955/tvr.116.1.2.768","url":null,"abstract":"The article presents a comprehensive literature review of evidence about the psychological needs of students with hearing and/or visual loss, as well as the effect of their perceptions of need support on their motivation, engagement, and outcomes. The framework applied is based on the Self- Determination Theory of motivation, which addresses the important influence that psychological needs bear on the motivation of students. Seventeen studies were included. Although the results are fragmented in the sense that no study was found to encompass Self-Determination Theory as a whole, researchers were able to assess the psychological needs for competence, autonomy, and relatedness separately. Existing literature reports inconsistent findings concerning the perceived needs of students. A few studies suggest that students feel more competent and related in special classroom settings than they do in mainstream settings. Other studies indicate that the extent to which students feel competent, autonomous, and related is often similar to that of students without sensory loss. Potential implications for educational practice and suggestions for future research are discussed.","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87327519","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":"Maternal Stress: A Study of Mothers with Typical Hearing Who Have Children Who are Deaf and Hard of Hearing in Spain","authors":"Joucelyn Rivadeneira, N. Silvestre, C. Laborda","doi":"10.17955/TVR.115.2.764","DOIUrl":"https://doi.org/10.17955/TVR.115.2.764","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87588797","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":"Comprehension Practices of Students Who Are Deaf and Hard of Hearing","authors":"Vicki Donne, Natalie C. Rugg","doi":"10.17955/TVR.115.2.760","DOIUrl":"https://doi.org/10.17955/TVR.115.2.760","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84695665","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 : 2015-06-01DOI: 10.17955/TVR.2015.115.1.754
Margo C. Appenzeller, Megan Kemmery, Mary V. Compton
{"title":"Looking Back: A Journal Analysis of \"The Volta Review\".","authors":"Margo C. Appenzeller, Megan Kemmery, Mary V. Compton","doi":"10.17955/TVR.2015.115.1.754","DOIUrl":"https://doi.org/10.17955/TVR.2015.115.1.754","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74314304","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 : 2015-04-01DOI: 10.17955/TVR.2015.115.1.755
Linda Coulter, H. Goodluck
{"title":"The Processing of Simple Structures and Temporarily Ambiguous Syntax by Deaf Readers.","authors":"Linda Coulter, H. Goodluck","doi":"10.17955/TVR.2015.115.1.755","DOIUrl":"https://doi.org/10.17955/TVR.2015.115.1.755","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79585352","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 : 2015-04-01DOI: 10.17955/TVR.2015.115.1.728
Lena Asker-Árnason, M. Wass, Fredrik K. Gustafsson, Birgitta Sahlén
Reading comprehension and three aspects of working memory—general, visuospatial and phonological—was assessed in 41 children with hearing loss: 23 with cochlear implants and 18 with hearing aids. Performance on these tests was compared between the two groups of children with hearing loss and also related to that of 55 children with typical hearing. All children were between 6 and 14 years of age. The children with hearing aids performed significantly more poorly on the reading comprehension test than the children with typical hearing but this difference was not significant between the children with cochlear implants and the children with typical hearing. In the group of children with cochlear implants, the results from the reading test and the results from all three working memory tests correlated significantly, whereas in the group of children with hearing aids there was no correlation between the reading test and the visual working memory test. The reading test results from the children with typical hearing correlated significantly with the results from the phonological working memory test but not with the other working memory tests. The authors concluded that the children with cochlear implants might have developed orthographic decoding earlier than the children with hearing aids due to their more profound hearing loss. (Less)
{"title":"Reading Comprehension and Working Memory Capacity in Children with Hearing Loss and Cochlear Implants or Hearing Aids","authors":"Lena Asker-Árnason, M. Wass, Fredrik K. Gustafsson, Birgitta Sahlén","doi":"10.17955/TVR.2015.115.1.728","DOIUrl":"https://doi.org/10.17955/TVR.2015.115.1.728","url":null,"abstract":"Reading comprehension and three aspects of working memory—general, visuospatial and phonological—was assessed in 41 children with hearing loss: 23 with cochlear implants and 18 with hearing aids. Performance on these tests was compared between the two groups of children with hearing loss and also related to that of 55 children with typical hearing. All children were between 6 and 14 years of age. The children with hearing aids performed significantly more poorly on the reading comprehension test than the children with typical hearing but this difference was not significant between the children with cochlear implants and the children with typical hearing. In the group of children with cochlear implants, the results from the reading test and the results from all three working memory tests correlated significantly, whereas in the group of children with hearing aids there was no correlation between the reading test and the visual working memory test. The reading test results from the children with typical hearing correlated significantly with the results from the phonological working memory test but not with the other working memory tests. The authors concluded that the children with cochlear implants might have developed orthographic decoding earlier than the children with hearing aids due to their more profound hearing loss. (Less)","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76282911","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}
The purpose of this exploratory study was to evaluate the functional relation between initial sound awareness instruction and increased initial sound segmentation skill in children with hearing loss. Two preschool children with hearing loss participated in this multiple probe design single subject study. The children participated individually in initial sound awareness instruction (37–39 half-hour sessions). Assessment of children’s initial sound segmentation skill occurred at the beginning of each session. Initial sound awareness training was associated with an increase in initial sound segmentation skill for the two children with hearing loss but performance did not consistently move to mastery level.
{"title":"Improving Initial Sound Segmentation Skills of Preschool Children with Severe to Profound Hearing Loss: An Exploratory Investigation.","authors":"Krystal L. Werfel, C. M. Schuele","doi":"10.17955/TVR.114.2.737","DOIUrl":"https://doi.org/10.17955/TVR.114.2.737","url":null,"abstract":"The purpose of this exploratory study was to evaluate the functional relation between initial sound awareness instruction and increased initial sound segmentation skill in children with hearing loss. Two preschool children with hearing loss participated in this multiple probe design single subject study. The children participated individually in initial sound awareness instruction (37–39 half-hour sessions). Assessment of children’s initial sound segmentation skill occurred at the beginning of each session. Initial sound awareness training was associated with an increase in initial sound segmentation skill for the two children with hearing loss but performance did not consistently move to mastery level.","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83108240","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":"Mean Length of Utterance (MLU) in Children with Cochlear Implants","authors":"P. Flipsen, Kathleen Kangas","doi":"10.17955/TVR.114.2.744","DOIUrl":"https://doi.org/10.17955/TVR.114.2.744","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77972733","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":"Are You Deaf or Hard of Hearing? Which Do You Go By: Perceptions of Identity in Families of Students with Hearing Loss","authors":"Megan A. Kemmery, Mary V. Compton","doi":"10.17955/TVR.114.2.748","DOIUrl":"https://doi.org/10.17955/TVR.114.2.748","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84037728","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}
Nannette Nicholson, Kathy L. Shapley, Patti F. Martin, Rebekah Ann Talkington, T. Caraway
{"title":"Trekking to the Top--Learning to Listen and Talk: Changes in Attitude and Knowledge after a Family Camp Intervention.","authors":"Nannette Nicholson, Kathy L. Shapley, Patti F. Martin, Rebekah Ann Talkington, T. Caraway","doi":"10.17955/TVR.114.1.743","DOIUrl":"https://doi.org/10.17955/TVR.114.1.743","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83334352","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}
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