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Language and reading development in profoundly hearing-impaired children—Intelligence, learning, and communication factors: A review

Savage, R.D., Savage, J.F., Evans, L and Potter, J. (1986) Language and reading development in profoundly hearing-impaired children—Intelligence, learning, and communication factors: A review. Current Psychology, 5 (1). pp. 62-73.

Link to Published Version: http://dx.doi.org/10.1007/BF02686597
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Abstract

This review defines educational underachievement and presents information confirming the low reading and even lower language development of profoundly hearing-impaired children. It then discusses the role of intelligence, learning ability, and communication factors in this educational underachievement. Teacher and pupil classroom communication are identified as major factors in the poor educational performance of hearing-impaired children. Some research needs are discussed.

Item Type: Journal Article
Murdoch Affiliation: School of Social Inquiry
Publisher: Springer-Verlag
URI: http://researchrepository.murdoch.edu.au/id/eprint/20681
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