Speech Perception and Production Skills of Students With Impaired Hearing From Oral and Total Communication Education Settings This study examined the degree to which students with profoundly impaired hearing who had been educated in oral and total communication (TC) environments developed auditory and speech skills. The sample consisted of 227 16- and 17-year-old students with profoundly impaired hearing: 127 from TC programs (63 with normal-hearing parents and ... Research Article
Research Article  |   December 01, 1992
Speech Perception and Production Skills of Students With Impaired Hearing From Oral and Total Communication Education Settings
 
Author Affiliations & Notes
  • Ann E. Geers
    Central Institute for the Deaf St. Louis, MO
  • Jean S. Moog
    Central Institute for the Deaf St. Louis, MO
Article Information
Hearing Disorders / Audiologic / Aural Rehabilitation / Hearing / Research Articles
Research Article   |   December 01, 1992
Speech Perception and Production Skills of Students With Impaired Hearing From Oral and Total Communication Education Settings
Journal of Speech, Language, and Hearing Research, December 1992, Vol. 35, 1384-1393. doi:10.1044/jshr.3506.1384
History: Received July 1, 1991 , Accepted January 23, 1992
 
Journal of Speech, Language, and Hearing Research, December 1992, Vol. 35, 1384-1393. doi:10.1044/jshr.3506.1384
History: Received July 1, 1991; Accepted January 23, 1992

This study examined the degree to which students with profoundly impaired hearing who had been educated in oral and total communication (TC) environments developed auditory and speech skills. The sample consisted of 227 16- and 17-year-old students with profoundly impaired hearing: 127 from TC programs (63 with normal-hearing parents and 64 with deaf parents) and 100 from oral programs. Subject groups were matched in terms of age, unaided residual hearing, and IQ. On average, students from oral programs acquired more intelligible speech and made significantly better use of their limited residual hearing than did the TC students. This finding held for all TC students—those with deaf parents as well as those with normal-hearing parents. Although results of this study indicate that auditory and speech production skills are comparatively well developed in students who have consistently used spoken language throughout the day as the primary means of communicating, other factors associated with this oral sample, such as early amplification, consistent hearing aid use, early education, and parental support, may also be necessary for the development of good spoken language skills.

Acknowledgments
This research was supported by contract No. N01 -NS-4-2366 from the National Institute of Neurological and Communicative Disorders and Stroke of the National Institutes of Health to Central Institute for the Deaf. The authors gratefully acknowledge Donald Moores from the Center for Studies in Education and Human Development at Gallaudet University for providing access to test scores from the two total communication samples. Brenda Schick of the Boys Town National Research Hospital provided helpful suggestions for this manuscript and participated in the data collection.
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