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1
Listen, and Ye Shall Speak: Facilitating Spoken Language Development Through Auditory Training
Sarant, Julia Z.. - : Oxford University Press, 2013
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Listen, and Ye Shall Speak: Facilitating Spoken Language Development Through Auditory Training
In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 18 (2012) 1, 138
OLC Linguistik
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3
Listen, and Ye Shall Speak: Facilitating Spoken Language Development Through Auditory Training
Sarant, Julia Z.. - : Oxford University Press, 2012
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4
Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness
Sarant, Julia Z.; Holt, Colleen M.; Dowell, Richard C.. - : Oxford University Press, 2009
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5
Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness
Sarant, Julia Z.; Holt, Colleen M.; Dowell, Richard C.. - : Oxford University Press, 2008
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6
Relationships among speech perception and language measures in hard-of-hearing children
In: Advances in the spoken language development of deaf and hard-of-hearing children (Oxford, 2006), p. 85-102
MPI für Psycholinguistik
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7
Relationships among speech perception and language measures in hard-of-hearing children
Paatsch, Louise E.; Blamey, Peter J.; Sarant, Julia Z.. - : Oxford University Press, 2006
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8
The Effects of Speech Production and Vocabulary Training on Different Components of Spoken Language Performance
Paatsch, Louise E.; Blamey, Peter J.; Sarant, Julia Z.. - : Oxford University Press, 2006
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9
The Effects of Speech Production and Vocabulary Training on Different Components of Spoken Language Performance
Paatsch, Louise E.; Blamey, Peter J.; Sarant, Julia Z.. - : Oxford University Press, 2005
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10
Hearing - Articles and Reports - Separating Contributions of Hearing, Lexical Knowledge, and Speech Production to Speech-Perception Scores in Children With Hearing Impairments
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 47 (2004) 4, 738-750
OLC Linguistik
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11
Separating contributions of hearing, lexical knowledge, and speech production to speech-perception scores in children with hearing impairments
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 47 (2004) 4, 738-750
BLLDB
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12
The effects of phonological and morphological training on speech perception scores and grammatical judgments in deaf and hard-of-hearing children
Sarant, Julia Z.; Bow, Catherine P.; Paatsch, Louise E.. - : Oxford University Press, 2004
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13
The Effects of Phonological and Morphological Training on Speech Perception Scores and Grammatical Judgments in Deaf and Hard-of-hearing Children
Bow, Catherine P.; Blamey, Peter J.; Paatsch, Louise E.. - : Oxford University Press, 2004
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14
Hearing - Articles and Reports - Relationships Among Speech Perception, Production, Language, Hearing Loss, and Age in Children With Impaired Hearing
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 44 (2001) 2, 264-285
OLC Linguistik
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15
Effects of Articulation Training on the Production of Trained and Untrained Phonemes in Conversations and Formal Tests
Paatsch, Louise E.; Blamey, Peter J.; Sarant, Julia Z.. - : Oxford University Press, 2001
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16
Speech perception results for children with implants with different levels of preoperative residual hearing
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17
The effect of language knowledge on speech perception: what are we really assessing?
Abstract: This is a publisher’s version of an article published in American Journal of Otology 1997. This version is reproduced with permission of Lippincott Wilkins & Williams. ; Objective: The authors examined whether open-set speech perception scores are limited by knowledge of vocabulary and syntax and further considered whether remediation of vocabulary and syntax will increase open-set speech perception scores. Study Design: This was a repeated-measures study design in the setting of a primary (elementary) school for the hearing impaired. Patients: The study population was composed of three hearing-impaired children using Nucleus 22-channel cochlear implant. Intervention: Intervention used was language remediation sessions. Main Outcome Measures: The main outcome measures were assessment of auditory-alone speech perception benefit using open-set words and sentences and assessment of syntactic knowledge using the Test of Syntactic Ability. Outcome measures were applied before and after remediation. Results: Child 1 and child 2 showed a significant postremediation improvement in their overall scores on the Test of Syntactic Ability and in their ability to perceive words learned during remediation. Child I and child 2 also showed a significant improvement in their scores on a modified Bamford-Kowal-Bench open-set sentence test, which specifically targeted grammatical constructs trained in remediation sessions. Conclusions: Remediation of language knowledge deficits significantly improved open-set speech perception for two children, suggesting a need to include language remediation in cochlear implant habilitation programs.
Keyword: cochlear implant; language knowledge; speech perception
URL: http://hdl.handle.net/11343/27565
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18
Contributing factors to improved speech perception in children using the nucleus 22-channel cochlear prosthesis
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19
Articulation accuracy of children using an electrotactile speech processor
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20
Design fundamentals for electrotactile devices: the Tickle Talker case study
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