Learning Processes of Written and Oral Language in Two Children with Deafness

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The learning processes of two children with severely disturbed hearing ability were anal-yzed by use of the daily observational records reported by their mothers. The main results were as follows: 1) In the case 1, the numbers of receptive vocabulary were 685 in written language (WL), 299 in lip-reading (LR), and 70 in oral language (OL) . In the case 2, they were respectively 1066, 106 and 641 in each modality. The numbers of expressive one were 685 in WL and 210 in OL in the case 1. In the case 2, they were 1066 and 401. 2) While the maximum length of receptive sentences was 6-word in WL and 4-word in LR in the case 1, it was 9-word and 6-word in the case 2. On the other hand, that of expressive sentense was 6-word in WL and 4-word in OL in the case 1, and 6-word and 5-word in the cese 2. 3) In these two cases, 14 courses from each modality of reception to the oral expression were observed. From these results we suggested: 1) It is most likely that there would be about 30 courses from auditory channel, lip-read ing or written words in order to acquire the ability to utter a word. 2) The course to acquire reception-expression routes varies according to cases and their aging. 3) For the hearing impaired children, a therapeutic (habilitation) program should be arranged depending upon each developement. 4) The learnings of reception-expression in written language proceeding to those in oral language promote the acquiring of oral language. 5) Conversion from written language to oral language in earlier age is necessary for hearing handicapped children to substitute their impaired hearing ability.
日本音声言語医学会の論文

Learning Processes of Written and Oral Language in Two Children with Deafness

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