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ERIC Number: ED309726
Record Type: RIE
Publication Date: 1988-Dec
Pages: 30
Abstractor: N/A
Reference Count: N/A
Cognitive Enhancement of Hearing-Impaired Post-Secondary Students. (Revised).
Martin, David S.; Jonas, Bruce S.
A study focusing on the serious need for active programs in improving the cognitive skills of hearing-impaired students is examined. Six hypotheses are presented as potential outcomes of using the Instrumental Enrichment (IE) program (classroom intervention for adolescents and adults using content-free paper and pencil exercises to correct deficient cognitive functions and provide the prerequisites for learning and problem solving). Some 91 experimental hearing-impaired college students were compared with 91 matched controls. The hypotheses are that the IE students will: (1) demonstrate significantly higher logical reasoning than the controls; (2) demonstrate significantly better achievement in reading comprehension; (3) math concepts; and (4) mathematical computation as measured on the Stanford Achievement Test, Hearing-Impaired version; (5) demonstrate improved organization in the production of a written essay; and that (6) within the experimental group, students whose hearing loss dates from age 2 or before will show significantly greater improvement in scores in logical reasoning. Experimental students received IE focusing on generalizable cognitive skills during the experimental period. Conclusions from the study include the following: the gains in logical reasoning, math concepts, and math computation and reading comprehension were significantly higher for the IE group; all hearing-impaired college students can benefit from cognitive skills instruction; trained IE instructors tend to persist in their interest in implementing the teaching of thinking skills; and whenever possible, cognitive skills instruction should begin at an earlier age than college. Tables are included. Contains 20 references. (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Project supported in part by a federal grant from the Field-Initiated Research Program, Project No. 023DH60039.