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Journal articles on the topic 'Children with impaired hearing'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

P.Neeraja, P. Neeraja, and K. Leelavathi K.Leelavathi. "Self- Concept Among Hearing Impaired Children." International Journal of Scientific Research 3, no. 2 (2012): 1–2. http://dx.doi.org/10.15373/22778179/feb2014/192.

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2

Polvanov, Jaloliddin N. "EFFECTIVE METHODS OF TEACHING HEARING IMPAIRED CHILDREN." American Journal Of Social Sciences And Humanity Research 03, no. 05 (2023): 123–34. http://dx.doi.org/10.37547/ajsshr/volume03issue05-22.

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This article discusses the effective methods of teaching hearing impaired children. Effective teaching methods for hearing-impaired children require patience, creativity, and customized instruction. Teachers must be flexible, attentive, and nurturing to ensure that hearing-impaired children can learn effectively and achieve their academic potential. It is important to understand and address each child’s individual needs, abilities, and communication styles. By using visual aids, technology, sign language, small-group instruction, repeating and rephrasing, positive classroom environments, break

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3

Luterman, David M. "Hearing Impaired Children." Ear and Hearing 10, no. 6 (1989): 398. http://dx.doi.org/10.1097/00003446-198912000-00018.

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4

Bevan, R. C. "Hearing Impaired Children." Ear and Hearing 10, no. 6 (1989): 398. http://dx.doi.org/10.1097/00003446-198912000-00019.

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5

Luterman, D. M. "Hearing Impaired Children." Ear and Hearing 10, no. 6 (1989): 398. http://dx.doi.org/10.1097/00003446-198912000-00020.

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6

Jure, R., I. Rapin, and R. F. Tuchman. "HEARING-IMPAIRED AUTISTIC CHILDREN." Developmental Medicine & Child Neurology 33, no. 12 (2008): 1062–72. http://dx.doi.org/10.1111/j.1469-8749.1991.tb14828.x.

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7

Barnes, Dermot, Paul D. McCullagh, and Michael Keenan. "Equivalence class formation in non-hearing impaired children and hearing impaired children." Analysis of Verbal Behavior 8, no. 1 (1990): 19–30. http://dx.doi.org/10.1007/bf03392844.

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8

Sangsawang, Thosporn. "Constructivism perspective on multimedia games for hearing impaired children." New Trends and Issues Proceedings on Humanities and Social Sciences 03, no. 07 (2017): 100–108. http://dx.doi.org/10.18844/prosoc.v2i7.1990.

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9

Geers, Ann E., and Brenda Schick. "Acquisition of Spoken and Signed English by Hearing-Impaired Children of Hearing-Impaired or Hearing Parents." Journal of Speech and Hearing Disorders 53, no. 2 (1988): 136–43. http://dx.doi.org/10.1044/jshd.5302.136.

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This study examines the degree to which hearing-impaired children of hearing-impaired parents (HIP) demonstrate an advantage in their acquisition of signed and spoken English over hearing-impaired children of hearing parents (HP). A subset from the normative sample of the Grammatical Analysis of Elicited Language, 50 HIP children and 50 HP children, were matched in terms of their educational program, hearing level, and age. Results indicate that both groups had comparably poor expressive English language ability at 5 and 6 years of age. However, at age 7 and 8 HIP children demonstrated a signi

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10

Guo, Siyi. "The current situation and characteristics of the language abil-ity of hearing-impaired children in China." International Journal of Special Education and Information Technologies 8, no. 1 (2022): 10–21. http://dx.doi.org/10.18844/jeset.v8i1.7517.

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The primary school stage is an important period to cultivate language development and basic language ability. Although there are many studies on the reading and writing skills of hearing children, very little research has been conducted on these skills of hearing-impaired children. This study focuses on analysing the current situation and the development characteristics of hearing-impaired children in China. With a sample of 114 hearing-impaired children and a total of 640 hearing children, who were enrolled in the elementary school attached to Hebei Normal University, this study conducted a s

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11

Gartner, Gloria M., Sandra E. Trehub, and Sherri Mackay Soroka. "Word awareness in hearing-impaired children." Applied Psycholinguistics 14, no. 1 (1993): 61–73. http://dx.doi.org/10.1017/s0142716400010146.

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ABSTRACTNormally hearing children (aged 4–10) and hearing-impaired children (aged 6–14) were tested on word awareness skills, such as the distinction between words and their referents, and their ability to provide explicit definitions of word. Older children performed significantly better than younger children, and normally hearing children performed significantly better than hearing-impaired children. However, orally educated children with mild or moderate hearing losses did not perform better than children with severe or profound losses. Instead, hearingimpaired children exhibited marked met

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12

Schildroth, Arthur, Irene Terrero, Sue Hotto, and Kay Lam. "Hearing-impaired children in Venezuela." International Journal of Rehabilitation Research 10, no. 2 (1987): 185–96. http://dx.doi.org/10.1097/00004356-198706000-00008.

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13

Theunissen, Stephanie C. P. M., Carolien Rieffe, Maartje Kouwenberg, Wim Soede, Jeroen J. Briaire, and Johan H. M. Frijns. "Depression in hearing-impaired children." International Journal of Pediatric Otorhinolaryngology 75, no. 10 (2011): 1313–17. http://dx.doi.org/10.1016/j.ijporl.2011.07.023.

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14

Myszel, Karol, and Agata Szkiełkowska. "Acoustic voice parameters in hearing-impaired, school-aged children. Research study outcomes." Journal of Clinical Otorhinolaryngology 3, no. 3 (2021): 01–06. http://dx.doi.org/10.31579/2692-9562/034.

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Aim/Background: Individuals deprived of full hearing ability suffer from many problems in their social, professional, and personal lives. Prolonged hearing deprivation, particularly in children, results in many consequences including loss of control of one’s voice. Impaired hearing control of the voice leads to dysphonia of different degrees. The aim of this study was to analyse acoustic voice parameters in hearing-impaired, school-aged children (7–12 years) and the influence of treatment type on voice quality. Material and method: The subjects in this study were a group of 83 Polish school ch

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15

Yadav, Abhishek. "Challenges Faced in Using Technology in Education for Hearing Impaired Children." International Journal of Research Publication and Reviews 03, no. 12 (2022): 665–67. http://dx.doi.org/10.55248/gengpi.2022.31212.

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The main objective of this study is to provide proper education to the hearing impaired children, from the traditional point of view, hearing Using teaching methods for handicapped children is not enough for education. It is very important to use technology for hearing impaired children, so that hearing impaired children will be able to understand fully in learning. A review of the literature reveals that there is limited use of technology in the education of hearing impaired children. The main objective of this study is to investigate the technology used in the training of hearing impaired ch

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16

Bond, Gayle Goldstein. "An Assessment of Cognitive Abilities in Hearing and Hearing-Impaired Preschool Children." Journal of Speech and Hearing Disorders 52, no. 4 (1987): 319–23. http://dx.doi.org/10.1044/jshd.5204.319.

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There have been many investigations of cognitive development in older hearing-impaired children, but few with preschool hearing-impaired children. The performance of 40 hearing and 40 hearing-impaired children of preschool age (2 ½ to 5 ½ years) was compared on five nonverbal cognitive tasks and three subtests from the Perceptual Performance subscale of the McCarthy Scales of Children's Abilities (1972). For this set of tasks there was a significant effect of age consistent with a developmental change. A one-way MANCOVA on all dependent measures with age as the covariate revealed no significan

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17

Ostojic, Sanja, Sanja Djokovic, Nadezda Dimic, and Branka Mikic. "Cochlear implant: Speech and language development in deaf and hard of hearing children following implantation." Vojnosanitetski pregled 68, no. 4 (2011): 349–52. http://dx.doi.org/10.2298/vsp1104349o.

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Bacground/Aim. Almost 200 cochlear implantations were done in the four centers (two in Belgrade, per one in Novi Sad and Nis) in Serbia from 2002 to 2009. Less than 10% of implantees were postlingually deaf adults. The vast majority, i.e. 90% were pre- and perilingually profoundly deaf children. The aim of this study was to assess the influence of improved auditory perception due to cochlear implantation on comprehension of abstract words in children as compared with hearing impaired children with conventional hearing aids and normal hearing children. Methods. Thirty children were enrolled in

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18

M Visto, Nena, and Teresita H Borres. "A Multicase Study on Teachers Supervision of Hearing Impaired Children." International Journal of Science and Research (IJSR) 10, no. 3 (2021): 1511–24. https://doi.org/10.21275/sr21317111256.

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19

Arnold, Paul, and Louise Horner. "Word comprehension by hearing‐impaired and hearing children." Educational Research 37, no. 2 (1995): 185–91. http://dx.doi.org/10.1080/0013188950370206.

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20

Stoefen-Fisher, Jill M. "Reading Interests of Hearing and Hearing-Impaired Children." American Annals of the Deaf 130, no. 4 (1985): 291–96. http://dx.doi.org/10.1353/aad.2012.0946.

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21

Tyurina, A., and D. Ivanov. "Development of Cognitive Processes in Hearing-Impaired Children." Bulletin of Science and Practice 10, no. 12 (2024): 529–34. https://doi.org/10.33619/2414-2948/109/69.

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Сonsiders the features of the cognitive development of children with hearing impairment. The features of the development of individual cognitive processes in hearing-impaired children are characterized. The results of the studies show that asynchrony is observed in the development of sensations and perception in hearing-impaired children. Difficulties are observed in the level of development of verbal memory, while the development of memory depends on speech development. The attention of hearing-impaired children develops more productively if an adult uses visual and illustrative material in h

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22

Kiese-Himmel, C., and M. Reeh. "Assessment of expressive vocabulary outcomes in hearing-impaired children with hearing aids: do bilaterally hearing-impaired children catch up?" Journal of Laryngology & Otology 120, no. 8 (2006): 619–26. http://dx.doi.org/10.1017/s0022215106001319.

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Objective: To evaluate expressive vocabulary growth in hearing-impaired preschool children wearing hearing aids.Design: Prospective analysis of the outcomes of children included in the 1994 German ‘Goettinger Hoer-Sprachregister’ (GHR) series, using a repeated-measures paradigm in six- to nine-month intervals (t1–t3).Subjects: Twenty-seven children (aged 2.0–4.4 years) with bilateral sensorineural hearing loss (with averages at frequencies of 0.5, 1, 2 and 4 kHz of >20 to >90 dB in the better ear) from the 1994 GHR series. The children were diagnosed at a mean age of 31.4 months (standar

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23

Goodman, Jeff, and Chris Hopper. "Hearing Impaired Children and Youth: A Review of Psychomotor Behavior." Adapted Physical Activity Quarterly 9, no. 3 (1992): 214–36. http://dx.doi.org/10.1123/apaq.9.3.214.

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The present paper is a comparative review of studies assessing the psychomotor skills of hearing impaired children and youth. Studies have found balance deficiencies in hearing impaired subjects compared to hearing subjects. Research comparing hearing impaired and hearing subjects in motor performance have revealed contradictory results. Studies assessing physical fitness found hearing impaired subjects to be inferior to hearing subjects in a few items. Overall, hearing impaired subjects were found to be more similar than dissimilar in psychomotor behavior, with the exception of balance. Heari

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24

Chaly, Preetha Elizabeth, S. Srinidhi, S. Vaishnavi, P. Shalini, and V. Indra Priyadarshni. "Dentition Status, Periodontal Status, Dentofacial Anomalies and Treatment Needs Among Differently Abled Children in Chennai." Journal of Oral Health and Community Dentistry 9, no. 3 (2015): 120–25. http://dx.doi.org/10.5005/johcd-9-3-120.

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ABSTRACT BACKGROUND Oral health is an important aspect of health for all children, and is more important for children with special health needs. AIM The study was done to assess the dentition status, periodontal status, dentofacial anomalies and treatment needs of differently abled children attending special schools in Chennai. MATERIALS AND METHOD A cross sectional study was conducted among 6 - 18 year old hearing and speech impaired children and visually impaired children in Chennai. A cluster sampling methodology was followed for the selection of study subjects. The final sample size for th

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25

Ligthelm, Adri, and Emily Groenewald. "Suprasegmentele Spraakeienskappe van Prelinguaal Gehoorgestremde Kinders met Kogleêre Inplantings, Gehoorgestremde Kinders sonder Inplantings en Normaalhorende Kinders." South African Journal of Communication Disorders 46, no. 1 (1999): 65–72. http://dx.doi.org/10.4102/sajcd.v46i1.729.

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A review of the relevant literature indicates a lack of knowledge regarding suprasegmental speech characteristics in prelingual hearing impaired children with cochlear implants. This study is aimed at examining certain suprasegmental features in the speech of prelingual hearing impaired children with cochlear implants by perceptual ratings and acoustic analyses, comparing these results to that of prelingual hearing impaired children without implants, and normal hearing children of the same age. Twelve Afrikaans speaking children between the ages of six and ten years were included in three grou

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26

Abilash Kengatharan, Et al. "Emotional Storyteller for Vision Impaired and Hearing-Impaired Children." International Journal on Recent and Innovation Trends in Computing and Communication 11, no. 10 (2023): 670–77. http://dx.doi.org/10.17762/ijritcc.v11i10.8562.

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Tellie is an innovative mobile app designed to offer an immersive and emotionally enriched storytelling experience for children who are visually and hearing impaired. It achieves this through four main objectives: Text extraction utilizes the CRAFT model and a combination of Convolutional Neural Networks (CNNs), Connectionist Temporal Classification (CTC), and Long Short-Term Memory (LSTM) networks to accurately extract and recognize text from images in storybooks. Recognition of Emotions in Sentences employs BERT to detect and distinguish emotions at the sentence level including happiness, an

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27

R, Venkadesan. "Physiotherapist and the hearing impaired children." International Journal of Therapies and Rehabilitation Research 1, no. 1 (2012): 2. http://dx.doi.org/10.5455/ijtrr.00000005.

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28

Häkli, Sanna, Laura Kytövuori, Mirja Luotonen, Martti Sorri, and Kari Majamaa. "WFS1 mutations in hearing-impaired children." International Journal of Audiology 53, no. 7 (2014): 446–51. http://dx.doi.org/10.3109/14992027.2014.887230.

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29

Suzuki, Shigetada, and Masako Notoya. "Language Instruction for Hearing-Impaired Children." Japan Journal of Logopedics and Phoniatrics 34, no. 3 (1993): 257–63. http://dx.doi.org/10.5112/jjlp.34.257.

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30

COSMA, Alina Cosmina. "Italian Language for hearing impaired children." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 1 (2022): 52–68. http://dx.doi.org/10.26744/rrttlc.2022.8.1.07.

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The aim of the present research was to make easier L2 or L3 Italian lessons by using modern technologies, adapted on base of a certain sampling reference: impairment and/or deficiency pupils. In our research we were using assistive-adaptive and rehabilitation technology, taking into account modern software ad hardware systems. The result of using such technologies was the lexical development by correcting the expressive level and by practicing linguistic adapted idioms.

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31

Abd Al-Ghaffar, Mohamed, Yousri Othman, and Ashraf Abou-Taleb. "Vestibular Functions in Hearing Impaired Children." Egyptian Journal of Neck Surgery and Otorhinolaryngology 1, no. 1 (2014): 16–26. http://dx.doi.org/10.21608/ejnso.2014.56587.

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32

Pujar, L., and S. Patil. "Emotional Intelligence among Hearing Impaired Children." International Journal of Current Microbiology and Applied Sciences 8, no. 09 (2019): 1818–24. http://dx.doi.org/10.20546/ijcmas.2019.809.210.

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33

Yoshida, Masafumi. "Hearing Impaired Children in Kitakyushu-city." AUDIOLOGY JAPAN 43, no. 2 (2000): 136–40. http://dx.doi.org/10.4295/audiology.43.136.

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34

Crandell, Carl C. "Classroom acoustics for hearing‐impaired children." Journal of the Acoustical Society of America 92, no. 4 (1992): 2470. http://dx.doi.org/10.1121/1.404481.

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35

Ching, Teresa Y. C. "Effective amplification for hearing-impaired children." Hearing Journal 55, no. 4 (2002): 10. http://dx.doi.org/10.1097/01.hj.0000293355.33711.63.

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36

Purn, Janet. "Hearing-impaired children in the mainstream." Hearing Journal 54, no. 1 (2001): 74. http://dx.doi.org/10.1097/01.hj.0000294506.42067.8a.

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37

Jauhiainen, T. "Hearing impaired children in developing countries." Scandinavian Audiology 30, no. 2 (2001): 83–84. http://dx.doi.org/10.1080/010503901750166763.

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38

Davison, Margaret. "Book reviews : Educating hearing-impaired children." Child Language Teaching and Therapy 2, no. 1 (1986): 113–14. http://dx.doi.org/10.1177/026565908600200116.

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39

Borg, Erik, Arne Risberg, Bob McAllister, et al. "Language development in hearing-impaired children." International Journal of Pediatric Otorhinolaryngology 65, no. 1 (2002): 15–26. http://dx.doi.org/10.1016/s0165-5876(02)00120-9.

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40

Walicka-Cupryś, Katarzyna, Łukasz Przygoda, Ewelina Czenczek, et al. "Balance assessment in hearing-impaired children." Research in Developmental Disabilities 35, no. 11 (2014): 2728–34. http://dx.doi.org/10.1016/j.ridd.2014.07.008.

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41

Derkay, Craig S., James R. Thomsen, and Kenneth M. Grundfast. "Laryngeal pathology in hearing-impaired children." International Journal of Pediatric Otorhinolaryngology 21, no. 2 (1991): 163–68. http://dx.doi.org/10.1016/0165-5876(91)90148-5.

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42

Johnson, Cheryl DeConde. "Hearing-Impaired Children in the Mainstream." Ear and Hearing 12, no. 6 (1991): 437. http://dx.doi.org/10.1097/00003446-199112000-00009.

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43

Costeff, Hanan, Michelle Korb, and Hanna Greengart. "Vestibular Function of Hearing-impaired Children." Developmental Medicine & Child Neurology 30, no. 4 (2008): 552–53. http://dx.doi.org/10.1111/j.1469-8749.1988.tb04788.x.

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44

Tatchell, J. A., M. Stewart, and P. R. Lapine. "Nasalance measurements in hearing-impaired children." Journal of Communication Disorders 24, no. 4 (1991): 275–85. http://dx.doi.org/10.1016/0021-9924(91)90003-2.

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45

Tran Thi, Thiep, Phuong Bui Thi Anh, and Trang Nguyen Thi. "Research on situation investigation of practicing pronunciation of the beginning consonants phonemes for 6-7 aged hearing impaired children with the cochlear implant of teachers." Journal of Science Educational Science 67, no. 5A (2022): 303–14. http://dx.doi.org/10.18173/2354-1075.2022-0145.

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This article is a study to investigate the situation of teachers' practice of the beginning consonant pronunciation for 6-7 aged hearing impaired children with a cochlear implant. The research was conducted on a sample of 30 teachers who do early intervention for 6-7 aged hearing impaired children in some educational institutions for children with hearing impairment in Hanoi. The research contents include 1) Teachers' perception of the role of practicing pronunciation of the beginning consonants for 6-7 aged hearing impaired children with cochlear implants; 2) The level of implementation of th

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46

Brokāne, Larisa, and Inamora Zaiceva. "PSYCHOSOCIAL EDUCATIONAL FOR HEARING IMPAIRED CHILDREN IN LATVIA." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 59. http://dx.doi.org/10.17770/sie2012vol2.84.

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The article deals with the approach of psychosocial educational problems for hearing impaired children. These problems based on skill teaching and social interaction for hearing impaired children in Latvia. This review investigates the theories behind psychosocial educational and to be mostly based on psychoeducation theory. The findings of this review provide support for the use and further expansion of psychosocial educational interventions for hearing impaired children.

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47

Hale Brown, Susan, Iviadeline Maxwell, and Larry Davis Browning. "Relations in Public: Hearing Parents and Hearing Impaired Children." Journal of Childhool Communication Disorders 13, no. 1 (1990): 43–61. http://dx.doi.org/10.1177/152574019001300106.

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48

Lenarz, Thomas. "Acceptance of Electroacoustic Hearing Aids by Hearing-Impaired Children." Otology & Neurotology 23, no. 6 (2002): 1007. http://dx.doi.org/10.1097/00129492-200211000-00038.

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49

Lutz, David J., Pietrina V. Termini, and Robert Ervin Cramer. "Distributive justice reasoning in hearing and hearing-impaired children." Journal of Applied Developmental Psychology 9, no. 3 (1988): 275–85. http://dx.doi.org/10.1016/0193-3973(88)90030-5.

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50

Abraham, Suzanne, and Richard Stoker. "Language Assessment of Hearing-Impaired Children and Youth." Language, Speech, and Hearing Services in Schools 19, no. 2 (1988): 160–74. http://dx.doi.org/10.1044/0161-1461.1902.160.

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Demographic information was gathered from programs providing language assessment services to hearing-impaired children and youth in the United States. Frequency of use scores and rankings are reported for test instruments used by at least 10% of the respondents to assess language of the hearing-impaired at the infant, preschool, primary, and secondary educational levels. Information regarding communication modes and manual systems used, major difficulties encountered in testing the hearing impaired, and educational background of professionals providing language assessment services is also incl

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