Relationships among Audiological Status, Linguistic Skills, Visual-Motor Perception, and Academic Achievement of Deaf Children. Final Report [electronic resource] / Grace Haen Hanson and Others.
To determine whether interrelationships existed among visual motor perception, linguistic skills, academic achievement, and the audiological status of deaf children, 199 subjects functioning from dull normal to superior in intelligence (aged 5.6 to 11) were studied. The results of the testing reveal...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1969.
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MARC
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| 100 | 1 | |a Hanson, Grace Haen. | |
| 245 | 1 | 0 | |a Relationships among Audiological Status, Linguistic Skills, Visual-Motor Perception, and Academic Achievement of Deaf Children. Final Report |h [electronic resource] / |c Grace Haen Hanson and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1969. | ||
| 300 | |a 94 p. | ||
| 500 | |a ERIC Document Number: ED034349. | ||
| 500 | |a Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research. |5 ericd. | ||
| 500 | |a Contract Number: OEG-4-7-002353-2051. |5 ericd. | ||
| 520 | |a To determine whether interrelationships existed among visual motor perception, linguistic skills, academic achievement, and the audiological status of deaf children, 199 subjects functioning from dull normal to superior in intelligence (aged 5.6 to 11) were studied. The results of the testing revealed that visual-motor-perceptual dysfunction is more frequently found in deaf than hearing children, and this lag does not seem to be the result of brain damage; a visual perceptual lag is more often found in those who test at a dull normal level; and a positive relationship exists between visual motor perception and intelligence, linguistic ability, and academic status. Some recommendations were that differential diagnostic testing should include assessment of visual motor perceptual functioning, training in this function should be emphasized throughout elementary school, motor encoding should be used for concept learning, a refined teacher evaluation scale for assessing language is needed, and further studies along these lines should be made. (Author/JM) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Deafness. |2 ericd. |
| 650 | 1 | 7 | |a Exceptional Child Research. |2 ericd. |
| 650 | 1 | 7 | |a Hearing Impairments. |2 ericd. |
| 650 | 0 | 7 | |a Language Ability. |2 ericd. |
| 650 | 1 | 7 | |a Perception. |2 ericd. |
| 650 | 0 | 7 | |a Perception Tests. |2 ericd. |
| 650 | 0 | 7 | |a Perceptual Motor Coordination. |2 ericd. |
| 650 | 1 | 7 | |a Psycholinguistics. |2 ericd. |
| 650 | 0 | 7 | |a Reading Tests. |2 ericd. |
| 650 | 0 | 7 | |a Visual Perception. |2 ericd. |
| 710 | 2 | |a University of Texas at Austin. | |
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