Linguistic and Social Development in Preschool Deaf Children. A Study of The Factors Influencing Social, Intellectual and Linguistic Growth during the Preschool Years [electronic resource] / Carol L. Musselman and Others.
A longitudinal study was conducted of 153 children (3-7 years old) with severe and profound hearing losses. Ss were tested three times over a 4-year period, including measures of linguistic and academic performance. In addition, information was collected on the background characteristics of Ss throu...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1985.
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MARC
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| 099 | |f ERIC DOC # |a ED256142 | ||
| 099 | |f ERIC DOC # |a ED256142 | ||
| 100 | 1 | |a Musselman, Carol L. | |
| 245 | 1 | 0 | |a Linguistic and Social Development in Preschool Deaf Children. A Study of The Factors Influencing Social, Intellectual and Linguistic Growth during the Preschool Years |h [electronic resource] / |c Carol L. Musselman and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1985. | ||
| 300 | |a 291 p. | ||
| 500 | |a ERIC Document Number: ED256142. | ||
| 500 | |a Availability: Ontario Government Bookstore, 880 Bay Street, Toronto, Ontario, Canada, M7A 1L2. |5 ericd. | ||
| 520 | |a A longitudinal study was conducted of 153 children (3-7 years old) with severe and profound hearing losses. Ss were tested three times over a 4-year period, including measures of linguistic and academic performance. In addition, information was collected on the background characteristics of Ss through parent interviews. Among findings were that, compared to Ss in total communication programs, Ss in auditory programs had more residual hearing, were above average in intelligence, and came from families with higher socioeconomic status. Three measures consistently and strongly predicted the level of development: age, unaided hearing loss, and intelligence. Language development was affected by mode of communication, but the effect was different for different areas of language. Further, the effect of type of program (individual or group) depended on the skill being measured. In general, parent training appeared to be an important component of auditory and auditory/oral programs and was helpful to children with profound losses. The data showed few differences between Ss who were integrated and those who were not. (CL) | ||
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Expressive Language. |2 ericd. |
| 650 | 1 | 7 | |a Hearing Impairments. |2 ericd. |
| 650 | 1 | 7 | |a Language Acquisition. |2 ericd. |
| 650 | 0 | 7 | |a Longitudinal Studies. |2 ericd. |
| 650 | 1 | 7 | |a Oral Communication Method. |2 ericd. |
| 650 | 0 | 7 | |a Parent Participation. |2 ericd. |
| 650 | 0 | 7 | |a Preschool Education. |2 ericd. |
| 650 | 0 | 7 | |a Receptive Language. |2 ericd. |
| 650 | 1 | 7 | |a Total Communication. |2 ericd. |
| 710 | 1 | |a Ontario. |b Ministry of Colleges and Universities. | |
| 710 | 1 | |a Ontario. |b Department of Education. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED256142.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED256142 |h Other scheme |i web |n 1 |