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Speaking & Listening
Language
Reading
Unilateral - Relationship of Hearing Loss to Listening and Learning
$ 0
Handout with information on possible impact on understanding language, speECH-, social, and need for educational accommodations and services. For unilateral hearing loss.
Role Comparisons: Supporting Students Who are Deaf or Hard of Hearing
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Handout designed to support discussion by school teams regarding the role of the teacher of the deaf/hard of hearing, educational audiologist, speECH- language pathologist, special educator, and sign
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language interpreter in providing support and services to students with hearing loss. Includes possible issues that need to be considered specific to hearing loss.
Article: Theory of Mind Overview
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Overview of Theory of Mind, especially as it is impacted when a child is deaf or hard of hearing.
Customized MacArthur MCDI - Checklist Level 1 - Age 8 - 18 Months
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MacArthur Communicative Development Inventories (MCDI) Vocabulary Checklist Level 1. For ages 8-13 months and 14-18 months. Receptive and Expressive vocabulary. Customized for responses that are verba
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l, in sign, and cued.
Teaching Academic Language to DHH Learners
$ 195
Professionals have anecdotally discussed how the needs of English Language Learners (ELL) and DHH students compare and contrast, but there is limited information available on this topic. This paper pr
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ovides an alignment of evidence-based strategies for teaching academic language to ELLs to teaching DHH students.
Monitoring of LSLS or ASL Practices with Young DHH Children (early intervention)
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This resource lists question for early intervention providers to ask themselves in regard to their attention to practices for auditory skill development, language development, speECH- sound productio
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n and other areas. Based on the 2017 JCIH Position Statement.
Article: RelationsHIPS Among Speech Perception, Production, Language, Hearing Loss, and Age in Children with Impaired Hearing
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This article describes the results of a study of 87 children with hearing loss that were evaluated over a 3-year period. Results suggest that children will reach a level of over 90% sentence recogniti
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on in the auditory/visual condition when their language becomes equivalent to that of a normally-hearing 7-year-old. They will enter school at age 12 with an average language delay of 4-5 years unless they receive concentrated and effective language training. 2001
Article: Benefit of S/N Enhancing Devices to Speech Perception of Children Listening in a Typical Classroom with Hearing Aids or a Cochlear Implant
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Article reporting results of a study comparing the speECH- recognition of students using hearing aids or cochlear implant only, FM systems, and soundfield/CADS systems. Results indicate increased bene
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fit of FM use over hearing aids only or soundfield amplification. 2005.
Article Summary: Benefit of Classroom Use of Three S/N Enhanding Devices to Speech Perception of Children Listening in a Typical Classroom with Hearing Aids or a Cochlear Implant
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Summary of studies comparing the speECH- recognition of students using hearing aids or cochlear implant only, FM systems, and soundfield/CADS systems. Results indicate increased benefit of FM use over
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hearing aids only or soundfield amplification. 2005.
Sequence of Language Development: A Brief Summary
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Chart listing receptive and expressive language with example skills ranging from 0-6 months through 48-60 months. Also includes sequence of development of speECH- sounds ages 2-8 years.
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