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ERIC Number: ED116426
Record Type: RIE
Publication Date: 1975-Aug
Pages: 200
Abstractor: N/A
Reference Count: 0
Characteristics of Young Deaf Children and Early Intervention Programs. Research Report 91.
Weiss, Karen L.; And Others
Presented is the fifth in a series of reports on a 4-year longitudinal evaluation of preschool programs for hearing impaired children. It is explained that the seven programs studied emphasize either an oral-aural, Rochester (oral-aural plus finger spelling), or total communication method of instruction; and that the current report focuses on the characteristics of the sample (60 Ss) as a whole. Included in the report are a brief review of literature on preschool programs for the deaf, and descriptions of the programs and subjects studied. Reported are results of the following types of evaluation: Illinois Test of Psycholinguistic Abilities, academic achievement, communication battery, articulation, cognitive development measures, Matching Familiar Figures Test, regular class subjects, Brown Parent Attitude Scale, Semantic Differential, and classroom observation. Major study findings are summarized such as that reading skills were comparable to those of hearing peers, and that there was an overall lack of improvement in articulation scores across the 3 years. Appendixes include examples from some assessment instruments used in the study, the Parent Information and Attitude Scale, and longitudinal test data for Ss with unique class placement. (LS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: 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, 089 525, and 111 119; Best available copy