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Dissertations / Theses on the topic 'Deaf children'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Geeslin, Joseph David. "Deaf bilingual education a comparison of the academic performance of deaf children of deaf parents and deaf children of hearing parents /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3287372.

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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4582. Adviser: Khaula Murtadha. Title from dissertation home page (viewed May 21, 2008).

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2

Barham, Jeffrey Clement. "Teaching mathematics to deaf children." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328555.

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3

Terlektsi, Maria Emmanouela. "Imaginative writing of deaf children." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/876/.

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This thesis explores the issue of imaginative writing of deaf children. Thirty deaf children aged 9-11 years were recruited form Hearing Impaired Units and mainstream schools. Thirty hearing children were matched on academic performance (according to teachers) and chronological age and recruited from the same classes as the deaf children. Three sets of imaginative stories were collected from the above groups at three points during one academic year. A mixed methodology was employed in order to investigate imaginative writing of deaf children. For the evaluation of children’s stories an “Imagin

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4

Kyritsi, Evangelia. "Phonological awareness in Greek deaf children." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443358.

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5

Crickmore, Barbara Lee. "An historical perspective on the academic education of deaf children in New South Wales 1860s - 1990s." Diss., Connect to this title online, 2000. http://www.newcastle.edu.au/services/library/adt/public/adt-NNCU20030228.130002/index.html.

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6

Jeanes, Raymond C. "Deaf children's understanding of the roles of speakers and listeners in face-to-face interaction /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000567.

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7

Lowther, Juliet. "Theory of mind development in deaf children." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398720.

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8

Kelly, Mark D. "Assessment of deaf children with neuropsychological measures." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720133.

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The present study investigated deaf children's performance on several modified tests of the original Halstead Reitan Neuropsychological Battery for Older Children (HRNB-C). Specifically, performance of 42 deaf children (mean age = 13.3 years, SD = 0.7 yrs.) and a matched sample of 42 hearing peers was examined on the HRNB-C Category, Tactual Performance, and Trail Making tests.In Study 1, a computerized version of the Category Test was administered. Step-down F tests were used to examine differences in total errors and the unique contribution of response time. In Study 2, the Tactual Performa

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9

MacDermid, Catriona. "Lipreading and language processing by deaf children." Thesis, University of Surrey, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291020.

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10

Callaway, Alison. "Deaf children and their families in China." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246298.

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11

Hartley, G. M. "Aspects of the of the home-care of young deaf children of deaf parents." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383740.

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12

Heineman-Gosschalk, Renee. "The roles of teachers, parents and deaf adults in promoting reading in deaf children." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297883.

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13

Mpuang, Kerileng D. "Deaf education teachers' perceptions of issues in deaf education in Botswana." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536754.

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14

Williams, Cheri. "The verbal language worlds and early childhood literacy development of three profoundly deaf preschool children /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178235582.

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15

Hind, Sarah E. "Language, perception and production in profoundly deaf children." Thesis, Loughborough University, 1993. https://dspace.lboro.ac.uk/2134/16104.

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Prelingually profoundly deaf children usually experience problems with language learning (Webster, 1986; Campbell, Burden & Wright, 1992). The acquisition of written language would be no problem for them if normal development of reading and writing was not dependent on spoken language (Pattison, 1986). However, such children cannot be viewed as a homogeneous group since some, the minority, do develop good linguistic skills. Group studies have identified several factors relating to language skills: hearing loss and level of loss, I.Q., intelligibility, lip-reading, use of phonology and memory c

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16

Sterne, Abram. "Phonological awareness, memory, and reading in deaf children." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284957.

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17

Breadmore, Helen Louise. "Inflectional morphology in the literacy of deaf children." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/591/.

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Severe literacy impairments are well documented in the deaf population. Morphology provides a source of text-to-meaning associations that should be available to the deaf. In this thesis, different levels of morphological awareness necessary for literacy were tested. Deaf children demonstrated that they associated morphologically related words – the first level of awareness. This was evidenced in a short-term memory task in which words sharing morphological overlap were confused more often than words sharing orthographic or semantic overlap (although these associations may have involved the com

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18

Jones, Anna. "Emotion processing and social cognition in deaf children." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/323072/.

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Understanding others’ emotions and false beliefs, known as Theory of Mind (ToM), and to recognise and produce facial expressions of emotion has been linked to social competence. Deaf children born to hearing parents have commonly shown a deficit, or at best a delay in ToM. The emotion processing skills of deaf children are less clear. The main aims of this thesis were to clarify the ability of emotion recognition in deaf children, and to provide the first investigation in emotion production. While deaf children were poorer than hearing controls at recognising expressions of emotion in cartoon

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19

Jones, Anna. "Emotion processing and social cognition in deaf children." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/323072/1/PhD%20Thesis%20Anna%20Jones.pdf.

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Understanding others’ emotions and false beliefs, known as Theory of Mind (ToM), and to recognise and produce facial expressions of emotion has been linked to social competence. Deaf children born to hearing parents have commonly shown a deficit, or at best a delay in ToM. The emotion processing skills of deaf children are less clear. The main aims of this thesis were to clarify the ability of emotion recognition in deaf children, and to provide the first investigation in emotion production. While deaf children were poorer than hearing controls at recognising expressions of emotion in c

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20

Sheridan, Martha Ann. "Emerging themes in the study of deaf children." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1251226793.

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21

Hart, Pauline. "Hands off! : an analysis of the education of deaf children and the role of the deaf community." Thesis, Faculty of Education and Social Works, 1992. http://hdl.handle.net/2123/13499.

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22

Moreno, Constanza. "Predictors of mathematics attainment in hearing impaired children." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020355/.

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Deaf children lag behind their hearing peers in mathematical attainment. The reasons for this delay remain unclear. Two methods were used to identify the causes for this underachievement: a longitudinal investigation of predictors of mathematical attainment, and comparison with hearing children. In order for a cause of delay to be identified, both investigative strategies must produce positive results. The deaf children must lag behind the hearing children on the measures and the same measures must predict deaf children's mathematics attainment. The comparative study: The participants were: a)

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23

Merrills, J. D. "The word recognition skills of profoundly, prelingually deaf children." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233691.

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24

MacSweeney, Mairead Finola. "The development of short-term memory in deaf children." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313653.

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25

Moore, Michele Patricia. "Opportunities for communication in integrated settings : young deaf children." Thesis, University of Greenwich, 1993. http://gala.gre.ac.uk/8747/.

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The integration of deaf children into mainstream schools was heralded by the 1981 Education Act, but has been dogged by conflict about the appropriateness of two dominant approaches to communication. The oral/aural approach, most often followed, is concerned with teaching deaf children to learn to listen and listen to learn. The emphasis has been on the need to 'normalize' deaf children in order to promote their learning and development. The manual/visual approach has focused on sign usage to promote a child's development as a communicator and learner and can be tailored to the child's prospec

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26

Janjua, Fatima. "Language and cognitive development in very young deaf children." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/68cb555b-3d31-49da-be84-e71d5b01bcd5.

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27

Kinsella, Angela. "Developmental limb apraxia in deaf children : an objective assessment." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/2923.

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Bibliography: leaves 99-104.<br>This study determines the presence of developmental limb apraxia in deaf signing children and in an oral hearing-impaired child who presents with oral apraxia. The VICON 370 Motion Analysis System was adapted to objecitvely assess the presence of this disorder and to illustrate differences in patterns of movement between the experimental and control subjects.The execution of motor performance of praxic functioning was analysed on a continuum of complexity across signs, gestures and meaningless movement sequence. Qualitative measures of kinematic abnormalities, s

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28

McCracken, Wendy Margaret. "Service Delivery To Deaf Children : Vulnerabilities Within The System." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518868.

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29

Korte, Jessica Lauren. "YoungDeafDesign: A Method for Designing with Young Deaf Children." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365475.

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This thesis presents the research that was undertaken to create YoungDeafDesign, a design method for designing with young Deaf children. 95% of young Deaf children are born to hearing parents (Deaf Children Australia & Deaf Services Queensland, 2008; WA Deaf Society Inc., 2008), which often results in delayed acquisition of language, and related long-term impacts on literacy, academic outcomes and social adjustment (Calderon & Greenberg, 2003; Chamberlain & Mayberry, 2000; Hoffmeister, 2000; Karchmer & Mitchell, 2003; Kyle, 2009; Mayberry & Eichen, 1991; Morford & Mayberry, 2000; Padden & Rans

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30

Robinshaw, Helen Mary. "Communication and language development in deaf and hearing infants." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282934.

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31

De, Lange Hanine. "Didaktiese hulpverlening aan leerders met 'n kogleêre inplanting wat taalagerstande ontwikkel het." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1888.

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Thesis (MTech(Education))--Cape Peninsula University of Technology, 2009<br>When a child enters formal education a certain level of development and experience is expected. If there is a language deficit or shortfall upon entering formal schooling, a negative perception of schooling can develop, resulting in a low level of success in the classroom. Research has clearly shown that learners with a hearing deficit, and who received very little stimulation at an early age, tended to develop a language deficit which hampered their entrance into, as well as their performance in mainstream educa

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32

Okon, Martis R. (Martis Rebecca). "Early Communicative Behaviors in a Two Year Old Child with a Cochlear Implant in an Auditory-Verbal Program." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277854/.

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The communicative interchanges of a congenitally deaf child who received a cochlear implant at 24 months of age were videotaped in fifteen hourly sessions over a nine month period while she participated in auditory-verbal therapy prior to and following implantation. The present study examined selected early communicative behaviors. Using Tait's (1993) protocol for charting communicative adult-child interaction, gestures, eye-gaze, and sound uttered either by the child or an adult during communicative interchanges were transcribed from the videotapes. Results corresponded with Tait's, reveali

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33

Doble, Maree. "Development of oral communication in infants with a profound hearing loss pre- and post-cochlear implantation /." Connect to full text, 2006. http://hdl.handle.net/2123/1220.

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Thesis (Ph. D.)--University of Sydney, 2006.<br>Title from title screen (viewed 19 Dec. 2006). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders, Faculty of Health Sciences. Includes bibliographical references. Also issued in print.

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34

馮詠儀 and Wing-yee Fung. "Self-concept in hearing impairecd secondary school integrators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956403.

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35

Mantin, Michael Roman. "Educational experiences of deaf children in Wales : the Cambrian Institution for the deaf and dumb, 1847-1914." Thesis, Swansea University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606848.

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This thesis is an extensive analysis of the records of the Cambrian Institution for the Deaf and Dumb, Wales' first institution for boarding and educating deaf children, from 1847 to 1914. The Institution opened in Aberystwyth in 1847, moving to Swansea in 1850. The study explores the institutional sources, asking what can they can show the historian about public attitudes to disability and deafness, and what can be learned about the everyday lives of those who attended the Institution. The thesis will examine the major discourses in special education such as the rise of oralism and the increa

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36

Kimani, Cecilia W. "Teaching deaf learners in Kenyan classrooms." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38450/.

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This thesis examines the teaching and learning of deaf primary-school learners in Kenya in order to explain their poor examination performance and to find ways of better supporting their learning. While language and communication are perceived as the main problems encountered by deaf children, it is assumed that if teachers and learners are able to communicate through sign language, deaf learners can learn. The main argument of this thesis is that although proficiency in sign language among teachers does play a great role in the education of deaf learners, it is not sufficient in offering qual

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37

Isaacson, Zelda. "A speech programme for deaf learners to be used in the classroom." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-07142006-103346.

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38

方玉英 and Yuk-ying Theresa Fong. "To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services theyrequired." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977315.

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39

Small, Justin Matthew. "Play therapy issues and applications pertaining deaf children analysis and recommendations /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009smallj.pdf.

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40

Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/61.

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The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how His

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41

Dubé, Rita Vis. "Development of the picture story language instrument for deaf children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59580.pdf.

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42

Downes, Joanna. "Validation of an attachment tool for use with deaf children." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/9928.

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There has been substantial research evidence on the role of attachment theory in hearing but not deaf children, whose families often receive inconsistent interventions, with adverse impact on the parent-child attachment. Such research is impeded by the lack of appropriate attachment measures. The aim of this study was to adapt such an attachment measure, and to evaluate its application with deaf children. The Manchester Child Attachment Story Task (MCAST) was initially administered to four deaf children, where an alternative transcript of the vignettes and interpreter protocol had to be develo

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43

Skelton, Robert David. "The narrative discourse of deaf children : a concept of story." Thesis, University of Nottingham, 1990. http://eprints.nottingham.ac.uk/13782/.

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There is an increasing interest in the complex issues of how we describe and chart the development of the child's skills in text-making and narrative. Observation of deaf children's language has tended to concentrate on their phonology. Various ways of measuring the syntactic structures at the phrase, clause and sentence level have been developed. From this 'bottom up' approach we have some knowledge of the deaf child's linguistic competence. We also have some knowledge about their communicative competence with familiar people in highly constructed situations. However, we do not know enough ab

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44

Kyle, Fiona Elizabeth. "Reading and spelling development in deaf children : a longitudinal study." Thesis, Royal Holloway, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413441.

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45

Sellers, Margaret. "Home-based early intervention with deaf children and their families." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246009.

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46

Mentzelou, Paraskevi. "Computer assisted learning reading (CALR) for the Greek deaf children." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325807.

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47

Leung, Hau-sin Helen. "Do deaf children make use of phonological information in reading?" Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279290.

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Thesis (B.Sc)--University of Hong Kong, 2005.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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48

Cripps, Jody Herbert. "A Case Study on Reading Processes of Signing Deaf Children." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195572.

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Given the well-known reading difficulties of deaf students, a program has been developed to bypass the sound barrier for reading development (i.e., speech-based reading skills and spoken language knowledge; Supalla & Blackburn, 2003). The gap between American Sign Language (ASL) and written English is wide and must be closed according to the linguistic accessibility framework. Reading instruction subject to investigation is based on the use of special tools along with instructional procedures designed to facilitate the transition from ASL (L1) to written English (L2; Supalla, Wix, & McKee, 200

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49

Saville, Edith Esther. "A study of self-concept issues in hearing children of deaf adults (CODA) /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/28/.

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50

Fung, Wing-yee. "Self-concept in hearing impairecd secondary school integrators." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13597164.

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