| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "LANGUAGE LITERACY ACQUISITION HEARING IMPAIRED": |
|
|
Language and Literacy Acquisition in Hearing Impaired Children, 2000.
An exploration of recent research into fostering language acquisition in the deaf and hearing-impaired.
2,521 words (approx. 10.1 pages), 13 sources, APA, £ 52.95
»
Click here to show/hide summary
Abstract
Many factors determine how a hearing-impaired child will acquire language skills, including the severity of the hearing disability, the age of onset, whether the child has hearing or deaf parents, the technology to which the child has access, and the home and school environments, among others. This paper explores various methods of teaching deaf students, including manual languages such as ASL and codes such as SEE 1, the oral approach, speech reading, and total communication. Each can be effective alone or in combination. In addition, there are various ways schools and parents can facilitate the language and reading abilities of hearing-impaired students.
From the Paper
"The bilingual-bicultural school of thought holds that deaf children need to be bilingual (in both manual and oral communication) in order to thrive. Bilingual-bicultural education programs emphasize early language acquisition and the special social needs of deaf children (Andrews et al., 1997). This philosophy advocates for the use of ASL as the first language of the deaf child, and maintains that such children are visual learners and should not be mainstreamed, but should be in environments that provide full communicative access to the curriculum. Adherents to this school of thought also believe that one should not speak English while signing ASL (Baker & Baker, 1997)."
| |
|
Education of Deaf and Hearing Impaired Students, 2003.
An annotated bibliography covering literacy education, language structure and acquisition, cognitive issues, and learning and teaching strategies and tools
11,600 words (approx. 46.4 pages), 31 sources, APA, £ 156.95
»
Click here to show/hide summary
Abstract
This paper covers many of the topics dealing with the education of the hearing impaired. It looks at several of the methods of communication employed by the hearing impaired (oral, sign, etc.), deaf culture, technology for the deaf (cochlear implants, text telephones (TTY), hearing aids, etc.), teaching strategies for working with deaf students in a mainstream classroom, interpreters, books containing deaf characters, and strategies for improving literacy (reading and writing). Included in the paper are an introduction, a detailed annotated bibliography divided into the sections listed in the subtitle, and a conclusion. Also included are an appendix of additional sources and a series of tables for quick review of what is covered in the annotated bibliography.
From the Paper
"The education of deaf students has been an issue of debate for centuries. Some people believe that deaf students, preschool through college level, should be in a self-contained classroom or special school. Others believe that mainstreaming deaf students into a regular classroom is the best way to prepare these people to function in the hearing world. The Education for All Act of 1975, mandating that children should be provided education in the least restrictive environment, has led to more deaf children entering regular public schools."
| |
|
The Impact of Cognitive Function on Hearing Impairment, 2008.
This paper provides a critique of the research paper "Does Cognitive Function in Older Adults with Hearing Impairment Improve by Hearing Aid Use?" by van Hooren et al.
1,773 words (approx. 7.1 pages), 4 sources, APA, £ 39.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that the main hypothesis of the study, "Does Cognitive Function in Older Adults with Hearing Impairment Improve by Hearing Aid Use?", can be stated as follows: while hearing aids show significant results in terms of auditory improvement, there is no proof to suggest a related improvement or increase in cognitive ability as a result of the application of a hearing aid. The writer explains that the study refers to cognitive functions such as memory, attention, executive functioning, and processing speed. The writer also explains that it should be noted at the outset that this hypothesis presupposes a connection, albeit based on prior research sources, between hearing or hearing enhancements and cognitive functioning. Thus, this is an aspect that forms part of the critique in this analysis of the paper. The writer points out that it is also suggested that the methodology used to ascertain cognitive correlation is to some extent not adequate in terms of the complexity of determining quantitatively a definite link between hearing aids and improved cognition.
From the Paper
"The methodology used in this study was comparatively simple and conventionally straight-forward. In essence a relatively small number or participants were used in this study - which is also a point of contention with regard to the results and conclusion of this research. In total there were fifty-six participants (mean age 0/72.5) who were fitted with hearing aids were compared with 46 control participants (mean age 0/74.5) with an equivalent impairment, but who were not fitted with a hearing aid. The study took cognizance of a number of variables and factors that could influence the results of the experiment. These included neurocognitive tests after 12 months. However, it is also possible that these tests in terms of personality and individual psychological components were not sufficient. This aspect is possibly one of the reasons why the study did not return the expected correlation between hearing aids and cognitive improvement."
| |
|
Sports and Hearing Impairment, 1991.
A completed research study about relationship between hearing-impaired primary students and physical education performance.
1,350 words (approx. 5.4 pages), 2 sources, £ 32.95
»
Click here to show/hide summary
From the Paper
"Abstract
This study investigated the contention of numerous workers that self-concept possessed by hearing-impaired primary students negatively influences their sports performance, particularly during physical education activities. The experimental hypothesis advanced that negative self-concept possessed by hearing-impaired primary students negatively influences sports performance. The sample was selected from the population of all hearing-impaired fifth-grade boys and girls in attendance at Martinson Elementary School, located in Carson, California, which provides for mainstreaming activities in all classes, including physical education. All such students were screened for their levels of cognitive development and degrees of hearing-impairedness. The sample was then randomly selected from those..."
| |
|
Deaf and Hard of Hearing, 2005.
A review of several articles covering issues relating to interaction with hearing impaired individuals and the challenges that they face on a daily basis.
2,925 words (approx. 11.7 pages), 7 sources, £ 80.95
»
Click here to show/hide summary
Abstract
Because there is no single demographic for people with hearing loss, there is no single correct manner to interact with them or to assist them at work, school, recreation, or other activities of daily living. This paper reviews several articles on various aspects of interacting with the hearing impaired, as well as articles that examine issues that such individuals face in society today. In addition, this paper examines the historical focus on these issues, along with their relevance to vocational rehabilitation both at the present and in the future.
From the Paper
"Who are the deaf and hearing impaired? Can we recognize them at a glance? Are they limited to any one age group, sex, race, or color? The answer to these questions would be "no." People with impaired hearing take part in the same activities as we all do, range from very old, to very young, and are represented in every racial and ethnic group. Hearing loss can be congenital, or it can be acquired by accident, disease, or age. Because there is no single demographic for people with hearing loss, there is no single correct manner to interact with them or to assist them at work, school, recreation, or other activities of daily living."
| |
|
Technological Literacy, 2002.
A discussion of the growing need for critical computer literacy and its affect on the perception of ?literacy?.
1,920 words (approx. 7.7 pages), 13 sources, MLA, £ 42.95
»
Click here to show/hide summary
Abstract
This paper evaluates computer/technological literacy, the term given to frequent use of modern technologies, especially computers. It examines how with the growing use of computers in the workplace, classroom and home in addition to the Internet coming into common use as a marketplace, bank, library and communications tool, technological/computer literacy has become unavoidable. It discusses how computer literacy affects the notion of literacy itself and if they can be considered one and the same. Literacy at a basic level is considered the ability to read and therefore technology only provides a different medium with which to do so. It concludes that computer literacy is not is not an independent entity, but an extension and an expansion of literacy itself. Questions of the necessity of technological literacy are raised and discussed, and the relationship between "standard" literacy and computer or technological literacy is also analyzed.
From the Paper
"New technologies, especially computers, are now being used personally as well. According to L.D. Labbo, computers are now being utilized in the home for things like ?digital shopping, travel services, studying, mail services, chatting, spiritual counseling, banking, [and] the paying of taxes?? (Labbo, Reinking and McKenna 275). In addition to these functions, the use of technology has increased significantly over the past few years. More people are using cellular phones, ?personal digital assistants? (PDAs), handheld computers and other wireless communication devices. Also, ATM machines are now commonplace, and hardly an urban block exists without one or (more frequently) more cash machines available for quick withdrawals."
| |
|
The Hearing Process, 2002.
A discussion on the biological processes of hearing, hearing loss and the diagnosing, treating and managing of hearing loss.
1,380 words (approx. 5.5 pages), 5 sources, MLA, £ 32.95
»
Click here to show/hide summary
Abstract
The following paper provides the reader with facts and information on how sound is produced, its characteristics, the ways in which humans process it and how in turn we can prevent hearing problems by treating infections in the ear and using ear plugs in increased noise levels.
From the Paper
?We are all familiar with the three structural parts of the ear, i.e., the outer ear, the middle ear and the inner ear. In the process of hearing, we already know that it is in the outer ear that sound waves collect and from there are moved to the middle ear by vibrating against the eardrum or tympanum membrane. In the middle ear, these sound waves are changed into a mechanical type of vibration by the tiny bones there. And in the inner ear are special so-called ?hair cells? that perceive these mechanical vibrations from the middle ear and trigger an impulse that is send to that specific part of the brain that hears. (GSLC) These ear parts are so organized as to transmit sound waves to the brain. Five steps are, thus, involved in the hearing process. which are the air conduction through the external ear to the eardrum; the bone conduction through the middle ear to the inner ear; the water conduction to the Organ of Corti; the nerve conduction into the brain; and finally, the interpretation by the brain of the message received through the sound waves?.
| |
|
American Sign Language, 2002.
A comprehensive paper on the history, development and use of American Sign Language (ASL).
3,987 words (approx. 15.9 pages), 10 sources, MLA, £ 75.95
»
Click here to show/hide summary
Abstract
This paper examines the use of ASL as the main form of communication between the hearing-impaired and discusses reasons for its popularity. Different features and unique methods of ASL are mentioned and explained. The paper discusses how ASL has spread to be recognized as a proper language and how it is being offered as an accredited course in some universities. It also looks at how sign language has been adopted by animal trainer and scientists to study communication amongst animals.
From the Paper
"Sign language is a language of gestures and hand symbols used to communicate due to a number of reasons including, language barriers, ritual, or disabilities, such as speech impairment and/or deafness. Sign languages, like oral languages, ?are acquired spontaneously and have highly intricate, rule-governed signs grammar and phonology? (Sign pg). Hand configuration, movement, and body position are the three classes of features that make up individual signs (Sign pg). There are numerous sign languages, including ?those of Trappist monks, who have a rule of silence, and Plains Indians, where speakers of mutually unintelligible language communicated freely,? moreover, ?Australian aborigines and people of Sudan and the Sahara also have a complete sign language? (Sign pg). Many languages have incorporated body gestures to elaborate, accompany or supplement speech. The language of sign for the deaf was first systematized by Charles Michel de l?Epee during the Eighteen century introduced in the United States by T.H. Gallaudet (Sign pg). ?As with any sign language, only a small percentage of signs suggest the form of thought they represent? (Sign pg). There are many dictionaries of sign available, including the American Sign Language, ASL, the most popular used for the hearing impaired."
| |
|
Language Disorders, 2005.
This paper discusses the application of technology to the management of language disorders in the elementary school classroom.
1,840 words (approx. 7.4 pages), 9 sources, MLA, £ 41.95
»
Click here to show/hide summary
Abstract
This paper explains that language disorders occur when the communication of the child places him or her significantly behind his or her peers in the acquisition of speech or language skills, such as stuttering, phonological disorders or an impairment in the ability to understand or use words in context, both verbally and non-verbally. The author describes the use of computer technology for word processing, communication and the development of sophisticated devices to help students with specific learning and emotional disorders keep up with their non-disabled peers. The paper outlines a procedure for managing the use of a classroom computer.
Table of Contents
Introduction
Language Disorders
Language Disorders in the Classroom
Technology and Language Disorders
Classroom Management
From the Paper
"There are a number of elements teachers should consider in adapting the classroom for technology to aid students with language disorders. It is noted that time spent on planning will pay off when it comes to integrating technology into the classroom. For one thing, it can be very important where the computer is located, and it should be placed close to the teacher's desk, facing away from other pupils to avoid distractions and to facilitate the teacher who is monitoring the pupil's work on the computer. The teacher will want to keep a check on the pupil's use of the computer and so should set up a monitoring system with a pupil sign-in sheet or a checklist to be ticked off at the end of the session."
| |
|
Hearing Loss Among Soldiers, 2004.
An analysis of what the United States Army can do to improve on enforcing hearing protection standards to reduce hearing loss among soldiers.
6,309 words (approx. 25.2 pages), 16 sources, MLA, £ 102.95
»
Click here to show/hide summary
Abstract
This paper discusses the issue of hearing loss and provides suggestions regarding what can be done to help improve upon the ability of enforcing hearing protection standards in order to reduce hearing loss among soldiers. The paper claims that the military has been contending with this issue throughout its history, and the current war in Iraq will only intensify the situation regarding soldiers suffering from hearing loss or tinnitus. The paper assesses that the United States Army is in a position where it could reevaluate the entire toxic noise issue and other causes of hearing loss and establish viable preventative methods.
Outline
Introduction
Hearing Loss
Historical Situation
Current Situation
Off Duty
Illness Related
Noise Related
New Technology
Recommendations
Conclusion
From the Paper
"The upper echelon of ranking officials must be privy to the overall cost associated with hearing loss and lost communication as well as the other safety risk factors soldiers face once they have lost their ability to consciously hear. ?Noise-induced hearing loss is a significant unmet socioeconomic problem in industrial societies. It is estimated that 30 million individuals are exposed to injurious levels of noise each day, contributing significantly to the overall cost of hearing loss in the nation of $56B per year. In addition to loud noise of various types, many pathological conditions affecting the inner ear, such as traumatic injury, toxins, aging, infection, and some genetic conditions may be associated with the excessive production of reactive oxygen species (ROS) leading to oxidative stress.? (PR Newswire, 2003)"
| |
|
Article Reviews: Teaching Literacy, 2008.
This paper reviews two articles about teaching literacy: Duke et al's 'Authentic Literacy Activities for Developing Comprehension and Writing' and Mary F. Heller's 'Telling Stories and Talking Facts'.
2,170 words (approx. 8.7 pages), 2 sources, APA, £ 46.95
»
Click here to show/hide summary
Abstract
This paper explains that authentic literacy is broadly thought of as reading and writing in a personal narrative format. The author relates that Duke et al in their article 'Authentic Literacy Activities for Developing Comprehension and Writing' reported on their study involving 26 second and third grade teachers to investigate the development of students' ability to comprehend and compose informational and procedural texts in science. The author points out that this research confirmed that language skills acquisition improves in an authentic context rather than through de-contextualized or abstract learning. The paper also tells about a study by Mary F. Heller reported in her article 'Telling Stories and Talking Facts: First Graders' Engagements in a Nonfiction Book Club', which investigated the nature of responses of a small group of girls to see if these responses were grounded in facts learned from the readings or were narrative in nature.
Table of Contents:
Authentic Literacy Activities
Nonfiction Book Club
From the Paper
"Authentic literacy activities as described in this article offer many advantages to a classroom teacher. We all wish to make our classes as interesting and relevant to our students as we possibly can. This definition of authentic writing and reading gives us a way to do this. Most all of us can recall how boring it seemed to mindlessly do worksheets or endless lists of practice exercises. By adding a "real" audience and a "real" purpose can make a writing assignment more meaningful or fun. Whether in graduate school or second grade, most of us would rather understand "why" we have to do an activity." Authentic literacy activities, as defined in this article, help students to understand that "why. Children can see how the skills they are learning are used by adults. In an age where students are subject to a great deal of test-preparation activities, doing something "real" might also be a welcomed break for teachers and students.
| |
|
The Importance of Literacy, 2007.
A discussion on the importance of literacy skills, based on the book "Learning to Read and Write" by Frederick Douglass, and the article "The Importance of Literacy and Numeracy Skills" by the Australian Chamber of Commerce and Industry.
901 words (approx. 3.6 pages), 2 sources, MLA, £ 22.95
»
Click here to show/hide summary
Abstract
The paper discusses how, although literacy is not literally a function of slavery as it was when Douglass wrote his narrative, literacy remains a tool of social and political empowerment. The paper explores how individuals with inadequate literacy skills cannot begin to compete in a job market based on information; to run for political office; to read articles or websites. The paper further discusses how literacy bestows on the individual a means of communicating with others, of sharing ideas and debating essential points in the hopes of changing minds and hearts. The paper concludes that, through mastery of the written word, poor and oppressed individuals can challenge the assumptions that guide the dominant culture and create transformation and change just as Douglass did over a century ago.
From the Paper
"Literacy skills are, however, appropriately framed as an economic tool as they are in "The Importance of Literacy and Numeracy Skills." The Australian report represents the mentality of the twenty-first century, when literacy skills allow individuals the opportunity to "compete in the global marketplace (p. 6). Individuals need literacy skills to succeed just as Douglass did, but literacy rates are far higher now than they were in Douglass' age. As a result, citizens of industrialized nations are expected to master reading and writing skills in school."
| |
|
The Acquisition of France Telecom S.A and Orange Plc, 2002.
The merger and acquisition between two European Telecommunication companies
3,260 words (approx. 13.0 pages), 15 sources, MLA, £ 64.95
»
Click here to show/hide summary
Abstract
This report consist of six parts -
The first part briefly analyzes the market position of sample cross-border acquisition companies: France Telecom and Orange Plc and finds out their pre-acquisition industry aspect.
Second part determines the motives for merger and acquisition of these two companies. How synergy plays an important role in this stage.
Third part finds out the respective strategies each company adopted, how acquirer uses proper tactics to takeover other one and how the vulnerable company defenses its position. Within this, the report also presents the decision making that why the Board of Directors of the target company would accept the bid.
Fourth part reviews the possible methods that the companies could use to finance the merger or acquisition.
Fifth part analyzes the market share movement in terms of pre-merger, during merger, and post-merger. And also according to the chart to find out if the merger or acquisition benefits to shareholders.
Final part discusses the possible factors besides the market share movement that influence shareholder wealth. In some extent analyze if the merger or acquisition served to help the maximization of shareholder wealth.
Table of Contents
Executive summary
Introduction
An overview of the pre-merger market positions
Motives for the merger and acquisition
The defences and attack strategies
Financing methods of merger and acquisition
Share price analysis
Evaluation of merger and acquisition
Conclusion
Reference
Bibliography
From the Paper
"Market power exists when the firm can sell its products over the existing competitive market price or when its manufacturing, distribution, and service costs are lower than competitors?. Michael A. H. Jeffrey S. H. R. Duane I. (P151, 2001) argued that the effectiveness of decisions made and actions taken result in the firm developing market power in terms of both revenues and costs. Market power is a product of the firms? size, the degree of sustainability of its current competitive advantages, and its ability to make decisions today that will yield new competitive advantages for tomorrow."
| |
|
Adolescent Literacy, 2007.
An examination of adolescent literacy which includes a literature review.
3,646 words (approx. 14.6 pages), 14 sources, APA, £ 70.95
»
Click here to show/hide summary
Abstract
This paper explores various factors that affect adolescent literacy. The author examines the impact of technology on adolescent literacy and the amount of research dedicated to the topic. The author further argues that research into the acquisition of literacy skills tends to focus on younger children, not teens. Statistics are cited that show low-teen literacy and competency. The author concludes with suggestions for strengthening adolescent literacy in the US.
From the Paper
"In this context - of becoming aware of the sociocultural impact on literacy and of technological development and influence on literacy -, it becomes clear that students have different needs, and opportunities, and teachers should facilitate the learning of new skills. For example, the works of Gina Cervetti, Michael Pardales, and James Damico examine the difference between critical reading, or reading analytically, and critical literacy, which involves the stances (or "subjectivities") taken when readers examine a text within particular sociocultural frameworks (Grisham, D., 2001). Reading critically, involves not only answering the question "What does this text mean?" but also asking "How does it come to have a particular meaning (and not some other)?" Similarly, literacy is more than school literacy, Donna Alvermann (2001) asserts. One form of literacy (academic literacy) should not prevail over multiple other forms (e.g., computer, visual, graphic, and scientific literacies) and the idea has been criticized for ignoring the fact that different texts and social contexts (reading for whom, with what purpose) require different reading skills (Barton, Hamilton, & Ivanic, 2000; Gee, 1996; Street, 1995)."
|
|
|
