Literaturnachweis - Detailanzeige
Autor/inn/en | Hollis, John H.; und weitere |
---|---|
Titel | An Equivalence Model for Vocabulary Acquisition in Profoundly Hearing-Impaired Children. |
Quelle | In: Analysis and Intervention in Developmental Disabilities, 6 (1986) 4, S.331-48 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Associative Learning; Deafness; Expressive Language; Hearing Impairments; Language Acquisition; Learning Modalities; Lipreading; Preschool Education; Receptive Language; Speech Communication; Visual Learning; Vocabulary Development |
Abstract | Four severely/profoundly hearing-impaired preschool children (ages 4-5) were given six vocabulary tasks (receptive, associative, and expressive) involving auditory and visual sensory modalities. Data confirmed that lipreading (visual modality) could be substituted for speech. However, for novice lipreaders, words with auditory-visual confusions depressed performance on receptive vocabulary tasks. (Author/JW) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |