{"title":"Reading Instruction and Text Difficulty.","authors":"Vicki Donne","doi":"10.17955/TVR.111.1.646","DOIUrl":"https://doi.org/10.17955/TVR.111.1.646","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81585913","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}
This study examines use of the Goldman-Fristoe Test of Articulation Second Edition (GETA-2) with children who use cochlear implants to evaluate whether or not it would be appropriate to use this test with this population. Participants included 15 children with cochlear implants who ranged in age of implantation and amount of implant experience. Raw score performance was compared with age of implantation, chronological age, and amount of implant experience. Values were then applied to test norms (i.e., compared to children with typical hearing) using chronological age and amount of implant experience as referents. The number of errors was not significantly correlated with age of implantation or chronological age, but was correlated with amount of implant experience. Relative to the test norms, 5 of 15 children achieved standard scores within 1.5 standard deviations of their chronological age referent. Eourteen of 15 children met this standard when amount of implant experience was used as a referent. Order of English consonant acquisition also appeared to be broadly similar to that of children with typical hearing. Findings are consistent with previous studies using this test with this population. Therefore, it appears to be appropriate to use the GFTA-2 for assessing speech production skills in children with cochlear implants.
{"title":"Examining Speech Sound Acquisition for Children with Cochlear Implants Using the GFTA-2","authors":"P. Flipsen","doi":"10.17955/TVR.111.1.674","DOIUrl":"https://doi.org/10.17955/TVR.111.1.674","url":null,"abstract":"This study examines use of the Goldman-Fristoe Test of Articulation Second Edition (GETA-2) with children who use cochlear implants to evaluate whether or not it would be appropriate to use this test with this population. Participants included 15 children with cochlear implants who ranged in age of implantation and amount of implant experience. Raw score performance was compared with age of implantation, chronological age, and amount of implant experience. Values were then applied to test norms (i.e., compared to children with typical hearing) using chronological age and amount of implant experience as referents. The number of errors was not significantly correlated with age of implantation or chronological age, but was correlated with amount of implant experience. Relative to the test norms, 5 of 15 children achieved standard scores within 1.5 standard deviations of their chronological age referent. Eourteen of 15 children met this standard when amount of implant experience was used as a referent. Order of English consonant acquisition also appeared to be broadly similar to that of children with typical hearing. Findings are consistent with previous studies using this test with this population. Therefore, it appears to be appropriate to use the GFTA-2 for assessing speech production skills in children with cochlear implants.","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79320932","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}
Joanna Kobosko, Ph.D., is a clinical psychologist and an assistant professor at the Institute of Physiology and Pathology of Hearing in Warsaw, Poland. Marina Zalewska, Ph.D., is a clinical psychologist and professor in the Faculty of Psychology at the University of Warsaw, Poland. Correspondence concerning this manuscript should be addressed to Dr. Zalewska at marina@engram.psych.uw.edu.pl. The Volta Review, Volume 111(1), Spring 2011, 39–59
{"title":"Maternal Identity of Hearing Mothers of Deaf Adolescents. Empirical Studies: An Interpersonal Approach.","authors":"J. Kobosko, M. Zalewska","doi":"10.17955/TVR.111.1.655","DOIUrl":"https://doi.org/10.17955/TVR.111.1.655","url":null,"abstract":"Joanna Kobosko, Ph.D., is a clinical psychologist and an assistant professor at the Institute of Physiology and Pathology of Hearing in Warsaw, Poland. Marina Zalewska, Ph.D., is a clinical psychologist and professor in the Faculty of Psychology at the University of Warsaw, Poland. Correspondence concerning this manuscript should be addressed to Dr. Zalewska at marina@engram.psych.uw.edu.pl. The Volta Review, Volume 111(1), Spring 2011, 39–59","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87908801","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":"Re-Modeling the Deafened Cochlea for Auditory Sensation: Advances and Obstacles","authors":"C. Flexer","doi":"10.17955/tvr.110.3.symp","DOIUrl":"https://doi.org/10.17955/tvr.110.3.symp","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85059638","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}
Elizabeth Fairgray, M.Sc., LSLS Cert. AVT, is a Speech-Language Pathologist who runs The Listening and Language Clinic at the University of Auckland and is also a Research Fellow in the Speech Science Division of the Department of Psychology at The University of Auckland in New Zealand. Suzanne C. Purdy, Ph.D., is an Associate Professor and an Audiologist who heads the Speech Science Division of the Department of Psychology at The University of Auckland in New Zealand. Jennifer L. Smart, Ph.D., is an Assistant Professor in the Department of Audiology, Speech-Language Pathology and Deaf Studies at Towson University in Towson, Maryland. Correspondence concerning this article should be directed to Ms. Fairgray at L.Fairgray@auckland.ac.nz. The Volta Review, Volume 110(3), Fall 2010, 407–433
Elizabeth Fairgray，理学硕士，LSLS证书，AVT，是一名语言病理学家，她在奥克兰大学经营听力和语言诊所，也是新西兰奥克兰大学心理学系语言科学部的研究员。Suzanne C. Purdy博士是新西兰奥克兰大学心理学系言语科学部的副教授和听力学家。Jennifer L. Smart博士是马里兰州陶森大学听力学、言语语言病理学和聋人研究系的助理教授。有关本文的信件应寄给Fairgray女士，邮箱:L.Fairgray@auckland.ac.nz。Volta评论，卷110(3)，2010年秋季，407-433
{"title":"Effects of Auditory-Verbal Therapy for School-Aged Children with Hearing Loss: An Exploratory Study","authors":"Elizabeth Fairgray, S. Purdy, Jennifer L. Smart","doi":"10.17955/TVR.110.3.616","DOIUrl":"https://doi.org/10.17955/TVR.110.3.616","url":null,"abstract":"Elizabeth Fairgray, M.Sc., LSLS Cert. AVT, is a Speech-Language Pathologist who runs The Listening and Language Clinic at the University of Auckland and is also a Research Fellow in the Speech Science Division of the Department of Psychology at The University of Auckland in New Zealand. Suzanne C. Purdy, Ph.D., is an Associate Professor and an Audiologist who heads the Speech Science Division of the Department of Psychology at The University of Auckland in New Zealand. Jennifer L. Smart, Ph.D., is an Assistant Professor in the Department of Audiology, Speech-Language Pathology and Deaf Studies at Towson University in Towson, Maryland. Correspondence concerning this article should be directed to Ms. Fairgray at L.Fairgray@auckland.ac.nz. The Volta Review, Volume 110(3), Fall 2010, 407–433","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88539006","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}
Christina Reuterskiöld, Tina Ibertsson, Birgitta Sahlén
This study explores the differences in oral narrative skills between school-age children with mild-to-moderate sensorineural hearing loss (HL) and children who have typical hearing and language development. Narrative samples were collected following a picture-elicited storytelling task. Language samples were transcribed and coded for a number of measures, including narrative content, syntax, and grammar as well as amount of relevant information shared with the listener. Results indicated that the most vulnerable aspect of narration in children with HL is sharing information that is relevant for the task and context. Children with a sensorineural HL diagnosed during their preschool years are at risk for poorer development of higher level language skills, such as narrative production, compared with same-age peers. (Less)
{"title":"Venturing Beyond the Sentence Level: Narrative Skills in Children with Hearing Loss","authors":"Christina Reuterskiöld, Tina Ibertsson, Birgitta Sahlén","doi":"10.17955/TVR.110.3.638","DOIUrl":"https://doi.org/10.17955/TVR.110.3.638","url":null,"abstract":"This study explores the differences in oral narrative skills between school-age children with mild-to-moderate sensorineural hearing loss (HL) and children who have typical hearing and language development. Narrative samples were collected following a picture-elicited storytelling task. Language samples were transcribed and coded for a number of measures, including narrative content, syntax, and grammar as well as amount of relevant information shared with the listener. Results indicated that the most vulnerable aspect of narration in children with HL is sharing information that is relevant for the task and context. Children with a sensorineural HL diagnosed during their preschool years are at risk for poorer development of higher level language skills, such as narrative production, compared with same-age peers. (Less)","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74316405","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}
D. Dornan, L. Hickson, B. Murdoch, K. T. Houston, Gabriella Constantinescu
A longitudinal study reported positive speech and language outcomes for 29 children with hearing loss in an auditory-verbal therapy program (AVT group) (aged 2 to 6 years at start; mean PTA 79.39 dB HL) compared with a matched control group with typical hearing (TH group) at 9, 21, and 38 months after the start of the study. The current study investigates outcomes over 50 months for 19 of the original pairs of children matched for language age, receptive vocabulary, gender, and socioeconomic status. An assessment battery was used to measure speech and language over 50 months, and reading, mathematics, and self-esteem over the final 12 months of the study. Results showed no significant differences between the groups for speech, language, and self-esteem (p > 0.05). Reading and mathematics scores were comparable between the groups, although too few for statistical analysis. Auditory-verbal therapy has proved to be effective for this population of children with hearing loss.
一项纵向研究报告了29名听力损失儿童在听觉语言治疗计划(AVT组)(开始时年龄为2至6岁;平均PTA 79.39 dB HL)，在研究开始后的第9、21和38个月，与听力正常的匹配对照组(TH组)相比。目前的研究调查了最初的19对孩子在50个月里的结果，这些孩子的语言年龄、接受词汇量、性别和社会经济地位都是匹配的。在50个月的时间里，研究人员使用了一套评估系统来测量他们的语音和语言能力，在研究的最后12个月里，他们还使用了一套评估系统来测量阅读、数学和自尊。结果显示，两组在言语、语言、自尊方面均无显著差异(p > 0.05)。阅读和数学成绩在两组之间是相当的，尽管对统计分析来说太少了。听觉语言疗法已被证明对这类失聪儿童有效。
{"title":"Is auditory-verbal therapy effective for children with hearing loss?","authors":"D. Dornan, L. Hickson, B. Murdoch, K. T. Houston, Gabriella Constantinescu","doi":"10.17955/TVR.110.3.658","DOIUrl":"https://doi.org/10.17955/TVR.110.3.658","url":null,"abstract":"A longitudinal study reported positive speech and language outcomes for 29 children with hearing loss in an auditory-verbal therapy program (AVT group) (aged 2 to 6 years at start; mean PTA 79.39 dB HL) compared with a matched control group with typical hearing (TH group) at 9, 21, and 38 months after the start of the study. The current study investigates outcomes over 50 months for 19 of the original pairs of children matched for language age, receptive vocabulary, gender, and socioeconomic status. An assessment battery was used to measure speech and language over 50 months, and reading, mathematics, and self-esteem over the final 12 months of the study. Results showed no significant differences between the groups for speech, language, and self-esteem (p > 0.05). Reading and mathematics scores were comparable between the groups, although too few for statistical analysis. Auditory-verbal therapy has proved to be effective for this population of children with hearing loss.","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82558962","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 : 2010-07-01DOI: 10.17955/TVR.110.2.M.632
S. Lenihan
{"title":"Trends and Challenges in Teacher Preparation in Deaf Education","authors":"S. Lenihan","doi":"10.17955/TVR.110.2.M.632","DOIUrl":"https://doi.org/10.17955/TVR.110.2.M.632","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85316498","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 : 2010-07-01DOI: 10.17955/TVR.110.2.M.636
D. Goldberg, Cheryl L. Dickson, C. Flexer
{"title":"AG Bell Academy Certification Program for Listening and Spoken Language Specialists: Meeting a World-Wide Need for Qualified Professionals","authors":"D. Goldberg, Cheryl L. Dickson, C. Flexer","doi":"10.17955/TVR.110.2.M.636","DOIUrl":"https://doi.org/10.17955/TVR.110.2.M.636","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84833279","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 : 2010-07-01DOI: 10.17955/TVR.110.2.M.643
J. Muma, Christina B. Perigoe
{"title":"Professional Preparation: Developing Language in Children with Hearing Loss.","authors":"J. Muma, Christina B. Perigoe","doi":"10.17955/TVR.110.2.M.643","DOIUrl":"https://doi.org/10.17955/TVR.110.2.M.643","url":null,"abstract":"","PeriodicalId":87459,"journal":{"name":"The Volta review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90403699","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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