A comparative analysis of the expressive acquisition of locative and directional prepositions between severely-to-profoundly hearing impaired children utilizing total communication and the oral/aural approach
Portland State University. Department of Speech Communication
Date of Publication
Master of Science (M.S.) in Speech with Emphasis in Speech Pathology
Hearing impaired children -- Language, English language -- Prepositions, Deaf -- Means of communication
1 online resource (114 p.)
Prepositions are not only important in functional syntax; they also relate meanings associated with the concepts of place and time (Washington & Naremore, 1978). Furthermore, prepositions are critical in such everyday activities as producing and comprehending directions, using maps and diagrams, and in the fields of mathematics and music (Cox & Richardson, 1985). Inefficient use or misuse of prepositional spatial terms may hinder a child's progress in many areas. Expressive acquisition of function words, which include prepositions, has been described as significantly delayed in the hearing impaired populations (Cooper & Rosenstein, 1966).
The purpose of this study was to conduct a comparative preposition analysis between hearing impaired children using two different modes of communication. The question this researcher sought to answer was: Do 54 severely-to-profoundly hearing impaired children in this study using total communication differ in the expressive acquisition of 17 locative and directional prepositions from 35 hearing impaired children in a previous study (Warlick, 1983) using oral/aural communication?
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Edwards, Cathleen Pew, "A comparative analysis of the expressive acquisition of locative and directional prepositions between severely-to-profoundly hearing impaired children utilizing total communication and the oral/aural approach" (1989). Dissertations and Theses. Paper 3963.