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Hearing impaired children --- Deaf

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Deaf children --- Hearing impaired children --- Hearing impaired children. --- Education.

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Deaf children --- Hearing impaired children --- Family relationships

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This thesis explores reading interventions with a phonics approach for deaf and hard of hearing (DHH) children aged 5 to 7 who use cochlear implants or hearing aids. The study compares these children’s progress with that of children with normal hearing (NH) and examines cognitive abilities such as phonological processing skills, lexical access, and working memory capacity. The research investigates the effectiveness of an internet-based intervention program originally designed for children at risk of dyslexia. The results indicate improvements in phonological processing and reading abilities in both DHH and NH children, highlighting the potential of such interventions to support early language and literacy development in DHH children. The study also identifies demographic variables influencing phonological change and reading improvement.

Deaf children --- Hearing impaired children --- Education.

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"Language Learning in Children who are Deaf and Hard of Hearing, 2nd Edition: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous version while providing the reader with access to the entire first version on a supplemental website. An important feature of this book is that it describes four real TODs and demonstrates application of concepts discussed to the DHH children on their caseloads. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice replace removed chapters. Chapters on English and American Sign Language (ASL) structure and on the three major approaches (listening and spoken language, bilingual-bimodal instruction, and ASL instruction) are updated. The chapters on teaching vocabulary and morphosyntax, how to ask and answer questions, and writing language objectives for Individualized Education Plans (IEPs) are expanded DHH. Specific examples of real cases are incorporated throughout the book. Finally, after a theoretical base of information on language instruction, many of the chapter provide language teachers with specific examples of how to answer the question: "What should I do on Monday." It avoids promotion of one or another philosophy, presenting all and demonstrating the commonalities across classroom language instruction approaches for DHH children"--

Deaf children --- Hearing impaired children --- Education. --- Language. --- Means of communication.