An Equivalence Model for Vocabulary Acquisition in Profoundly Hearing-Impaired Children.

Hollis, John H.; And Others

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ERIC Number: EJ347369

Record Type: CIJE

Publication Date: 1986

Pages: N/A

Abstractor: N/A

ISBN: N/A

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An Equivalence Model for Vocabulary Acquisition in Profoundly Hearing-Impaired Children.

Hollis, John H.; And Others

Analysis and Intervention in Developmental Disabilities, v6 n4 p331-48 1986

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)

Descriptors: Associative Learning, Deafness, Expressive Language, Hearing Impairments, Language Acquisition, Learning Modalities, Lipreading, Preschool Education, Receptive Language, Speech Communication, Visual Learning, Vocabulary Development

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A