This study investigated parents' and teachers' expectations of Auditory-Verbal therapy and the child's language development. Data were collected by questionnaires that were distributed to parents and teachers at three early intervention centers. Twenty matching questionnaires were completed and returned. The results of this study showed that the…

Discusses a whole-language approach to teaching guided reading to deaf students. Each morning, a written letter, using vocabulary and syntax in accordance with students' reading ability, previews the day's events. With teacher guidance, students explore their reading skills in groups to encourage application of reading strategies in a natural…

Involving children with meaningful occasions such as journal writing may be one way to communicae the importance of writing, not only as a fundamental communication skill but also as a means for personal learning and development. Journal writing focuses on the process rather than the product. (CL)

The article describes the purposes of free-choice writing in a class of hearing impaired kindergarteners. Implications for writing instruction include the need for stressing writing as communication, planning activities based on student interest, and providing opportunities for students to explore and experiment. (CL)

The article describes the use of dialogue journals with hearing impaired students. The approach allows teachers to engage students in the natural, purposeful use of written language in an immediately meaningful format. Examples of dialogue journal communication with children and college students are provided. (CL)

The article describes writing process approaches with primary and secondary level hearing impaired students. Such an approach features interaction with fellow writers. (CL)

Examples of deaf students' writings are cited to illustrate the importance of allowing students to examine possible writing topics and make choices. (CL)

More applied research is needed on the education and treatment of hearing-impaired persons. Such research should be purpose-oriented, provide applicable knowledge to the profession, and be highly pragmatic. Quality applied research uses direct observation, measures socially important behaviors in natural settings, and focuses on generality of…

Teachers of hearing-impaired students need to be aware of their own and their students' nonverbal communication signals, including posture, gestures and other body movements, facial expressions, eye contact, appearance, and the nonverbal aspects of speech. (Author/DB)

Sixteen severely-to-profoundly hearing-impaired students, aged 7-8, received training using a curriculum for remediating monotone voice. Some students also used visual or tactile sensory aids. All students evidenced marked improvement in remediating monotonous pitch, with those using the curriculum in conjunction with a tactile display showing the…

Thirty-two normal-hearing adults rating their own lipreading performance produced self-ratings that did not correlate with actual performance. Experimental subjects who then received verbal encouragement subsequently gave themselves higher self-ratings of performance, even though actual lipreading performance did not improve. (JDD)

A course developed at the National Technical Institute for the Deaf helped eight students improve speech intelligibility on the telephone, through individualized instruction, use of prerecorded audiocassettes, and independent telephone use. The students improved significantly more than control students on two of three articulation measures and on…

The development of an integrated, experience-based "Canoe" unit for a class of children (ages four and five) with profound hearing impairments is recounted, including initiating experiences (such as making a cardboard canoe), using the children's interests as the basis of unit development, and organizing a culminating one-day camping trip. (DB)

Collaboration between a supervisor and a teacher of nine first and second graders with hearing loss is recounted. Discussion includes reconsideration of classroom setup, expansion of the reading program to include more guided reading, documentation of student progress, more guided writing, and more shared decision making. (DB)

A teacher of fourth-, fifth-, and sixth-grade students with deafness in a residential school shares methods and activities found to be effective. The methods stress the importance of expectations for learners, ways that design of the learning environment can encourage student ownership, risk taking, and responsibility. (Author/DB)