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| Autor/in | Kates, Solis L. |
|---|---|
| Institution | Clarke School for the Deaf, Northampton, MA. |
| Titel | Language Development in Deaf and Hearing Adolescents. |
| Quelle | (1972), (159 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adolescents; Educational Background; Exceptional Child Research; Finger Spelling; Hearing Impairments; Language Acquisition; Manual Communication; Memory; Oral Communication Method; Verbal Ability |
| Abstract | Investigated were aspects of language development (association, memory, comprehension, and production) in three groups (50 individuals per group) of deaf adolescents who were variously trained by the pure oral method, the combined oral-manual method, and the Rochester fingerspelling method. One hearing group was matched with the deaf in age, and another in comprehension of written language. All groups were reported to be equal on a verbal recognition memory test, but the deaf trained in the combined method showed poorer recall on the same test. The Noun Pairs Memory test showed all groups equal on the number correct and on most error categories, except that both hearing groups and the oral group imported more incorrect words from outside the test to complete the sentences. The orally trained deaf were reported to be more like both hearing groups in their comprehension of multi-meaning words and in their control over distracting associations when questions on meaning were asked. The orally trained deaf were also found to be similar to the hearing in their ability to select meaning and in choosing fewer associations when the multi-meaning words were presented in sentences. (Author/GW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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