Date of Award

1-1-2000

Thesis Type

Masters

Document Type

Thesis

Divisions

Faculty of Education

Department

-

Institution

Universiti Malaya

Abstract

The main problem with hearing-impaired children with profound hearing losses is severe retardation in their acquisition of the primary language. Due to their hearing losses, they face problems in reading and writing and their academic achievements is often low as compared to their peers. However, they would also like to acquire a competence in language learning just like their hearing counterparts. They need to possess good literacy skills for academic success. The level of success attainable varies widely in their ability to use spoken language which enable them to read and write. Therefore, it is of prime concern to both parents and educators to establish the best and most practical modes for communicating with their hearing-impaired children, so that they will develop as high a level of language skill as possible. As hearing-impaired children are handicapped by their inability to perceive the language of their community via the normal aural channel, supplementary modes must be considered. The use of Cued Speech allows the spoken language to be presented simultaneously with the manual correspondence of the spoken syntactic structures. This enables them to learn to read and write and to have access to the language of the community. Thus, this report is an attempt to provide parents and teachers a better insight into the advantages of Cued Speech and how it can help hearing-impaired pupils to be literate.

Initial

snms

Additional Information

Dissertation (M.A) -- Faculty of Education, Universiti Malaya, 2000.

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