ERIC Number: ED111119
Record Type: RIE
Publication Date: 1974-Dec
Reference Count: 0
Evaluation of Programs for Hearing Impaired Children: Report of 1973-74. Research Report No. 81.
Moores, Donald F.; And Others
Presented is the fourth year report of a 4-year longitudinal study comparing effectiveness of seven preschool programs for deaf children. Schools are seen to emphasize either an oral-aural, Rochester (Oral-aural plus finger spelling), or total communication method of instruction. Included in the report are a brief review of literature on educational programs for the deaf, summaries of earlier yearly reports, descriptions of the programs and subjects studied, project findings, and appendixes (such as a classroom observation schedule). Among findings reported are: that Ss' scores on the Illinois Test of Psycholinguistic Abilities (ITPA) were almost identical to the scores of normal hearing children; that Ss' scores on the Metropolitan Achievement Tests Primer Battery were equal to those of hearing children in reading and were lower in arithmetic; that scores on a Receptive Communication scale showed sound alone to be the least efficient communication mode (44 percent) rising to 88 percent when speechreading, fingerspelling, and signs were added; that improved scores on a test for understanding the printed word (76 percent as compared to 56 percent in 1973 and 38 percent in 1972) reflected increasing emphasis on the teaching of reading; and that deaf children who have been "mainstreamed" do not differ in intelligence, reading, arithmetic achievement, ITPA scores, or overall communication abilities. (LS)
Descriptors: Academic Achievement, Deafness, Early Childhood Education, Exceptional Child Research, Expressive Language, Hearing Impairments, Longitudinal Studies, Oral Communication Method, Preschool Education, Program Effectiveness, Program Evaluation, Receptive Language, Special Schools, Total Communication
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children.
Note: For related information see ED 071 239 and 089 525