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Volume 27 (1986)
- Issue 4 Pages 273-
- Issue 3 Pages 207-
- Issue 2 Pages 129-
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Volume 27, Issue 3
Displaying 1-12 of 12 articles from this issue
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[in Japanese]1986 Volume 27 Issue 3 Pages 207-208
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
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Sei Nakazima, Sadako Koide, Chiyomi Ohmori, Hiroshi Nakagawa, Nobuyuki ...1986 Volume 27 Issue 3 Pages 209-214
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSLanguage development was observed in infants with impaired hearing. The subjects were two infants with severely impaired hearing, a boy and a girl. Both used FM hearing aids in place of usual hearing aids.
The boy, his mother, and his teacher played together, outdoors and indoors. Outdoors they watched cars coming and going. Indoors they played with toy cars. When the subject was one year and ten months old, he saw a car coming backward and said “back”, his first word. He had developed his language through his symbolic playing with toy cars.
The girl, her mother, and her teacher also played together both outdoors and indoors. They played with dogs, cats, and butterflies. The subject tried to follow butterflies and began to utter loudly. She was also very fond of playing with toy dinner sets. When she was one year and six months old, she said “bye-bye”, her first word, to her teacher and waved her hand. She too had developed her language through her symbolic playing with dolls and toy dinner sets.View full abstractDownload PDF (732K) -
Eiko Hirota, Chikako Maeda, Satoko Ashino, Yoshisato Tanaka1986 Volume 27 Issue 3 Pages 215-222
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSAs factors affecting the voice problems of hearing-impaired children, the level of hearing loss, educational setting, training methods and amplification have been considered. The present experiment was undertaken to explore the relationship between the voice problems of the hearing-impaired and their preschool educational settings. Sixty children with severe hearing impairments (80-120 dB) who attended part-time special classes for the hearing-impaired in Tokyo were selected for the observation. Half of them had received preschool education at schools for the deaf, while the remainder had been trained at clinics, attending regular kindergartens. Speech samples used for the present study were continuous monologues recorded on magnetic tape and analyzed in terms of pitch (the average value of fundamental frequency), variation of pitch and rate of utterances using a phonolaryngograph. The results obtained demonstrated that the preschool educational setting affects the severity of voice problems, that is, the speech intelligibility of hearing-impaired children who attended regular kindergartens was better than that of those who were sent to special schools for the deaf.View full abstractDownload PDF (1014K) -
Development of Reading AbilityMichiko Horiuchi, Yoshisato Tanaka1986 Volume 27 Issue 3 Pages 223-228
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe present study was undertaken to explore long-term progress in reading ability in 22 hearing-impaired children who participated in special classes for hearing-impaired children in three elementary schools and one junior high school in Tokyo. The progress in reading ability was evaluated using the standardized reading test. The results obtained were as follows:
1) The average progress in reading ability was 2.6 school terms in a year.
2) Hearing-impaired children who had poor reading scores in lower grades showed poor reading scores even in higher grades.
3) The main reasons for the poor reading ability observed in hearing-impaired children were thought to be their poor growth of vocabulary as well as incorrect grammatical knowledge.
4) It was concluded that the development of reading ability in hearing-impaired children was influenced by the starting age of auditory and speech training.View full abstractDownload PDF (789K) -
The Development of Writing SkillsHaruyo Kobayashi, Yoshisato Tanaka1986 Volume 27 Issue 3 Pages 229-234
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSWe studied the development of writing skills in 15 hearing-impaired children who were integrated in regular primary schools and received part-time therapy. Their achievements were compared with those of children with normal hearing.
The hearing level of the subjects was 89.9 dB on the average. They showed an average grade placement gap of almost a year in reading ability in the sixth grade.
The subjects were assessed for their writing skills once a year over a period of more than three years. The test required the subjects to write a composition about what they observed in a series of pictures. The results were as follows:
1. Writing skills improved as school grade and reading ability levels got higher, though difficulties varied according to the degree of hearing loss and reading ability.
2. The good writers in early grades were the good writers in higher grades and vice versa.
We concluded that, for good development of writing skills, language acquisition during early grades was very important, and to improve the writing skills of hearing-impaired children individual approaches were needed.View full abstractDownload PDF (683K) -
Masako Notoya, Shigetada Suzuki, Mitsuru Furukawa, Ryozo Umeda1986 Volume 27 Issue 3 Pages 235-243
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSData on academic achievement was analyzed for 37 hearing-impaired students who were trained by the Kanazawa Method (written language-auditory method) yourger than school age. Thirteen had severe and profound deafness of more than 90 dB ; others had mild and moderate loss under 89 dB. All subjects had attended regular school from the age of six. 77% of the students were middle and above in their class in the severe and profound group, and 71% in the mild and moderate group. The remainder, who are academic failures, had already showed insufficient language development at the age of six.
As another study, acquisition of sign language by the children with severe hearing-impairedness was compared with their acquisition of written language and oral language. Eight severely hearing-impaired subjects, whose hearing losses were more than about 100 dB, were taught sign, written and oral language. Acquisition of sign language was significantly easier than that of oral language. These results suggested that early presentation of sign language is effective in the program of language training for the severely hearing-impaired. From subsequent training with one of these subjects, it has been seen that early presentation of sign language with written and oral language serves to promote acquisition of the oral language.View full abstractDownload PDF (958K) -
Tsutomu Uchiyama, Ryoko Ijuinn, Hiroko Tokumitsu1986 Volume 27 Issue 3 Pages 244-249
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThis study attempts to investigate the relationship between early educational backgrounds and subsequent adaptive levels in regular classes of hearing-impaired children. We administered the WISC-R Intelligence Test and the standard audiological assessment to 36 hearing-impaired children integrated in regular classes of elementary and junior high school. At the same time, their early educational backgrounds and their adaptive levels in regular classes were surveyed. The results were as follows:
1) There was a positive correlation between the verbal IQ and the performance IQ in the WISC-R Test, on condition that the degree of hearing loss was similar.
2) The relationship between the degree of hearing loss and the verbal IQ was influenced by the performance IQ.
3) The hearing-impaired children whose education had started before the age of three were more competent in acquiring language ability and in adapting themselves to their school circumstances than the hearing-impaired children whose education had started after the age of three.
4) Some hearing-impaired children were able to adapt themselves to their educational setting in spite of their poor verbal ability and/or their profound hearing impairment. This result suggests that the effect of early education should be considered from different points of view.View full abstractDownload PDF (686K) -
Part 2. Thirty Years After the Establishment of the Japan Society of Logopedics and PhoniatricsIchiro Kirikae1986 Volume 27 Issue 3 Pages 250-262
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSDuring the last 30 years since the Japan Society of Logopedics and Phoniatrics was established in 1965, Japan has made a great progress both in economy and natural sciences, especially in high technology, which has brought a tremendous influence upon the development of the Japan Society of Logopedics and Phoniatrics.
The progress of the Japan Society has been supported in part by the activities of its special committees, such as the committee for evaluation of vocal function, and of speech disorders. The reports from these committees contributed to the standardization of the methods of clinical examinations.
Many important academic products have also, been reported by the members of the Japan Society. For example, several research works on the physiology of the larynx obtained Gould Awards or Garcia Prizes.
In this paper, the activities of the Japan Society during the last 30 years were reviewed and the achievement in both research and clinical aspects was discussed.View full abstractDownload PDF (3841K) -
[in Japanese]1986 Volume 27 Issue 3 Pages 263-264
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
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[in Japanese]1986 Volume 27 Issue 3 Pages 265-267
Published: July 25, 1986
Released on J-STAGE: June 22, 2010
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1986 Volume 27 Issue 3 Pages 271a
Published: 1986
Released on J-STAGE: June 22, 2010
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1986 Volume 27 Issue 3 Pages 271b
Published: 1986
Released on J-STAGE: June 22, 2010
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