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Language exposure for children is the act of making language readily available and accessible during the critical period for language acquisition.Deaf and hard of hearing children, when compared to their hearing peers, tend to face barriers to accessing language when it comes to ensuring that they will receive accessible language during their formative years. [1]
SpeechSchool.TV is an online speech training service based in New Zealand and the United Kingdom. It provides a subscription based Internet TV channel to provide a Standard English accent training service to students worldwide. It was founded in 2009 for the purpose of teaching the English accent to foreign students and others who were ...
The Atlanta Speech School is a language and literacy school located in Atlanta, Georgia, established in 1938.The school provides educational and clinical programs. The Atlanta Speech School's Rollins Center provides professional development for teachers and educators in partner schools and preschools.
Clarke School for the Deaf was founded in 1867 in Northampton, Massachusetts, as the first permanent oral school for the deaf in the United States. In the first quarter of 2010, Clarke announced the new name from Clarke School for the Deaf to Clarke Schools for Hearing and Speech.
Task-based learning benefits students because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill building. As the tasks are likely to be familiar to the students (e.g.: visiting the doctor), students are more likely to be engaged, which may further motivate them in ...
Of course, the reason why children need to learn the sound distinctions of their language is because then they also have to learn the meaning associated with those different sounds. Young children have a remarkable ability to learn meanings for the words they extract from the speech they are exposed to, i.e., to map meaning onto the sounds.
Cued speech has been used to prepare deaf children for hearing aids and cochlear implants by teaching the prospective wearer the oral language's phonemes. By the time the child has received a hearing aid or has been implanted with a cochlear implant, the child does not need such intense auditory training to learn to hear the oral language.
Children in school share an interactive reading experience. Vocabulary development during the school years builds upon what the child already knows, and the child uses this knowledge to broaden their vocabulary. Once children have gained a level of vocabulary knowledge, new words are learned through explanations using familiar, or "old" words.