Early Intervention for Preschool Deaf Children: The Longitudinal Academic Effects Relative to Program Methodology.

Goppold, Laura

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Peer reviewed

ERIC Number: EJ384055

Record Type: Journal

Publication Date: 1988

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Early Intervention for Preschool Deaf Children: The Longitudinal Academic Effects Relative to Program Methodology.

Goppold, Laura

American Annals of the Deaf, v133 n4 p285-88 Oct 1988

A review of 12 investigations concerning longterm academic effects of early intervention for preschool hearing-impaired children suggests that children with severe/profound hearing losses before age two who receive total communication in a cognitive-oriented parent-infant language program will be more successful academically than similar children in oral educational settings. (Author/JDD)

Descriptors: Academic Achievement, Comparative Analysis, Deafness, Hearing Impairments, Intervention, Longitudinal Studies, Oral Communication Method, Outcomes of Education, Preschool Education, Total Communication

Publication Type: Journal Articles; Information Analyses

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A