Comparative Study of Some Syntactic Features in High School Students with Hearing Loss

Document Type : Original Article

Authors

1 MSc, Department of speech therapy, School of rehabilitation, Arak University of Medical Sciences, Arak, Iran

2 MSc, Department of audiology, School of rehabilitation, Hamadan University of Medical Sciences, Hamadan, Iran

Abstract

Purpose:
Children with hearing loss have difficulty with organizing words. Such problems can often obscure their message to audiences because it is full of ambiguity, in addition to have restrictions lexically. The aim of this study was to compare some syntactic features (subjects, Objects, conjunctions) in high school girls with hearing loss with normal high school girls.
Methods:
In this cross sectional study, 20 students with hearing loss (severe to profound), and 30 students with normal hearing in girls' high schools were participated. The students were randomly selected from triple regions in city of Hamadan. Student were asked to explain serial pictures of Boston test. We simultaneously recorded voice of students and then we transcribed it. Afterward, we counted research variables and exported them into SPSS16 software. Data were analyzed by independent t- test.
Results:
Average number of subjects and verbs and Objects conjunctions were 18.17, 7 and 4.25 in sample group. The mean of objects removed in speech of Controls and speech of Sample was not significantly different between groups (p<0.001).
Conclusion:
The results showed that students with hearing loss even in advanced education are so poor compared to their peers syntactically, so that the number of subjects, verbs and objects is less than their normal peers. This is due to the richness of the vocabulary compared to their peers. However, the students in general had used the components of sentences in its correct position which may be due to understanding the structure of sentences correctly in this age. Hi school is expected to train and enhance the skills of reading and writing to increase the language skills of this people. But in other skills such as conjunctions, the difference between students with hearing loss and with normal hearing was more significant.

Keywords

Main Subjects

References

1. Sarah K.G. Jensen et al. Enhancing the child survival agenda to promote, protect, and support early child development. Journal of Seminars in Perinatology 2015;39(5): 373–386.
2. Reeves L. commumication skill birth to five years. children language teaching and therapy 2005; 4(1): 96-8.
3. Chapman RS. Children's language learning: An interactionist perspective. Journal of Child Psychology and Psychiatry 2000; 41(1): 33-54.
4. Blamey PJ, Sarant JZ, Paatsch LE, Barry JG, Bow CP, Wales RJ, et al. Relationships among speech perception, production, language, hearing loss, and age in children with impaired hearing. Journal of Speech, Language, and Hearing Research 2001; 44(2): 264-85.
5. Plante EM, Beeson PM. Communication and communication disorders: a clinical introduction: Pearson Higher Ed; 2012.
6. Mayberry RI. Cognitive development in deaf children: The interface of language and perception in neuropsychology. Handbook of neuropsychology 2002; 8(Part II): 71-107.
7. Williams C. Teacher judgment of the language skills of hearing impaired children. Journal of child language teaching and therapy 2006; 2: 135-54.
8. Moeller MP. Early intervention and language development in children who are deaf and hard of hearing. Pediatrics 2000; 106(3): e43-e.
9. Leonard LB. Functional categories in the grammars of children with specific language impairment. Journal of Speech, Language, and Hearing Research 1995;38(6):1270-83.
10. Goodglass H, Kaplan E. The assessment of aphasia and related disorders: Lea & Febiger; 1983.
11. Bamford J, Saunders E. Hearing impairment, auditory perception and language disability. Child Language Teaching and Therapy 1992; 8(2): 227-8.
12. Best W. Evaluation of a new intervention for word-finding difficulties in children. Int J Lang Commun Disord 2005; 40(3): 279-318.
13. Shariatrazavi E, Modaresi Y. Grammatical skills in primary school hearing impaired children Audiol; 1998.
14. Golpor l RB. Comparative analysis of morphological structures in children with sever - deep hearing impaired with normal children 4 to 5 years of Persian language. audiology 2006; 15(2): 23-9.
15. Gray S. Word-Learning by Preschoolers With Specific Language ImpairmentWhat Predicts Success? Journal of Speech, Language, and Hearing Research 2003; 46(1): 56-67.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Journal of Paramedical Sciences & Rehabilitation
Volume 4, Issue 4 - Serial Number 4
December 2015
Pages 36-42

Files

Share

How to cite

Statistics