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ERIC Number: ED271731
Record Type: RIE
Publication Date: 1985-Nov
Pages: 25
Abstractor: N/A
Reference Count: 0
The Effect of Language Development on the Acquisition of Reading Skills in the Elementary Mainstreamed Hearing Impaired Student.
Johnston, Judy F.; Reed, Shirley A.
The language of hearing impaired students differs from that of their hearing peers, and can affect their ability to comprehend printed material. Language can be defined as the knowledge of the integration of semantics, syntax, and pragmatics. Hearing impaired children will have difficulty in acquiring language at a normal developmental rate because they lack an intact auditory system and probably have not had adequate exposure or meaningful interaction with their immediate environment. The hearing impaired students' ideas about their environment, from which vocabulary and meaning are derived, develop in the same sequence as those of hearing children, but with varying degrees of delay. Hearing impaired students are less skilled readers and use the top-down process of reading, which applies limited prior knowledge, sight comprehension of some words, and limited syntax knowledge about word order. A large majority of hearing impaired students never achieves functional literacy. To combat the inherent problems of hearing impaired students, teachers must determine their instructional reading level, select appropriate reading materials, implement peer tutoring to provide additional assistance for these students, and realize that they are the students' most important source of information and so serve as vital contributors to the hearing handicapped child's knowledge base. Because hearing impaired children are so dependent on their visual sense, reading will be their primary tool for gaining access to information. (SRT)
Publication Type: Reports - General; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southeastern Regional Conference of the International Reading Association (11th, Nashville, TN, November 2-5, 1985).