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Basic vocabulary and language thesaurus for hearing-impaired children / Daniel Ling

Público ISBD Título : Basic vocabulary and language thesaurus for hearing-impaired children Tipo de documento: texto impreso Autores: Daniel Ling, Autor ; Ling, Agnes H., Autor Editorial: Volta Place [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fecha de publicación: c1977 Número de páginas: 76 p. ISBN/ISSN/DL: 978-0-88200-078-7 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Basic vocabulary and language thesaurus for hearing-impaired children [texto impreso] / Daniel Ling, Autor ; Ling, Agnes H., Autor . - Volta Place (Washington, DC, 3417, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing., c1977 . - 76 p. ISBN : 978-0-88200-078-7 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia

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Cumulative record of speech skill acquisition / Daniel Ling

Público ISBD Título : Cumulative record of speech skill acquisition Tipo de documento: texto impreso Autores: Daniel Ling, Autor Editorial: Washington [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing Fecha de publicación: 1978 Número de páginas: 87 p. ; 22 x 28 cm. ISBN/ISSN/DL: 978-0-88200-115-9 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Fonética Nota de contenido: Table of contents 1. Vocalization 2. Voice patterns 3. Long vowels and dipththongs 4. Consonants (step 1) 5. Short vowels 6. Consonants (step 2) 7. Consonants (step 3) 8. Vowels with [r] color 9. Consonants (step 4) 10. Consonal blends (initial) 11. Consonant blends (final) Cumulative record of speech skill acquisition [texto impreso] / Daniel Ling, Autor . - Washington (3417 Volta Place, DC 20007, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing, 1978 . - 87 p. ; 22 x 28 cm. ISBN : 978-0-88200-115-9 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Fonética Nota de contenido: Table of contents 1. Vocalization 2. Voice patterns 3. Long vowels and dipththongs 4. Consonants (step 1) 5. Short vowels 6. Consonants (step 2) 7. Consonants (step 3) 8. Vowels with [r] color 9. Consonants (step 4) 10. Consonal blends (initial) 11. Consonant blends (final)

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El maravilloso sonido de la palabra / Daniel Ling

Público ISBD Título : El maravilloso sonido de la palabra : programa auditivo-verbal para niños con pérdida auditiva Tipo de documento: texto impreso Autores: Daniel Ling, Autor ; Moheno de Manrique, Cristina, Autor ; Manrique Romo, Santiago, Traductor Editorial: Mexico : Trillas Fecha de publicación: 2002 Número de páginas: 240 p. Il.: il. ISBN/ISSN/DL: 978-968-246-486-7 Idioma : Español (spa) Clasificación: Discapacidad:Sordera Medicina Nota de contenido: Índice de contenido Introducción al programa auditivo-verbal Capítulo 1 Comunicación verbal Capítulo 2 Las dimensiones del sonido Capítulo 3 Habla, recepción del lenguaje y el canal auditivo Capítulo 4 Medición de la audición Capítulo 5 La recepción del habla: amplificación de la audición Capítulo 6 Promoción del habla emergente en niños con pérdida auditiva desde el nacimiento hasta los tres años de edad Capítulo 7 Aspectos del lenguaje hablado Capítulo 8 Programa auditivo-verbal. Bases fundamentales Capítulo 9 ¿orden o caos? Capítulo 10 Práctica auditiva-verbal y enseñanza sistémica Capítulo 11 Moldes (ling, 1989) Capítulo 12 Cómo incorporar el desarrollo del habla en un programa educativo Capítulo 13 Estrategias generales par al enseñanza del lenguaje fonético Capítulo 14 Implantes cocleares: una perspectiva auditivo-verbal Capítulo 15 Aprender a enseñar el idioma hablado Conclusiones Anexos Bibliografía Índice onomástico Índice analítico El maravilloso sonido de la palabra : programa auditivo-verbal para niños con pérdida auditiva [texto impreso] / Daniel Ling, Autor ; Moheno de Manrique, Cristina, Autor ; Manrique Romo, Santiago, Traductor . - Mexico (Av. Rio Churubusco No 385, Col Pedro, 03340) : Trillas, 2002 . - 240 p. : il. ISBN : 978-968-246-486-7 Idioma : Español (spa) Clasificación: Discapacidad:Sordera Medicina Nota de contenido: Índice de contenido Introducción al programa auditivo-verbal Capítulo 1 Comunicación verbal Capítulo 2 Las dimensiones del sonido Capítulo 3 Habla, recepción del lenguaje y el canal auditivo Capítulo 4 Medición de la audición Capítulo 5 La recepción del habla: amplificación de la audición Capítulo 6 Promoción del habla emergente en niños con pérdida auditiva desde el nacimiento hasta los tres años de edad Capítulo 7 Aspectos del lenguaje hablado Capítulo 8 Programa auditivo-verbal. Bases fundamentales Capítulo 9 ¿orden o caos? Capítulo 10 Práctica auditiva-verbal y enseñanza sistémica Capítulo 11 Moldes (ling, 1989) Capítulo 12 Cómo incorporar el desarrollo del habla en un programa educativo Capítulo 13 Estrategias generales par al enseñanza del lenguaje fonético Capítulo 14 Implantes cocleares: una perspectiva auditivo-verbal Capítulo 15 Aprender a enseñar el idioma hablado Conclusiones Anexos Bibliografía Índice onomástico Índice analítico

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Foundations of spoken language for hearing-impaired children / Daniel Ling

Público ISBD Título : Foundations of spoken language for hearing-impaired children Tipo de documento: texto impreso Autores: Daniel Ling, Autor Editorial: Volta Place [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fecha de publicación: [1988] Número de páginas: xxxii p., 404 p. Il.: il. ISBN/ISSN/DL: 978-0-88200-165-4 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Comunicacion:Oralidad:Cued Speech Discapacidad:Sordera Etapas de desarrollo:Infancia Nota de contenido: Contents Preface List of figures and tables About the author Acknowledgements Chapter 1. Speech communication Production and perception of speech Speech and spoken language Learning communicative skills in infancy Home conditions and verbal learning Activity-based learning Infancy: an optimal or a critical learning period Alternative modes of communication Sign language Cued speech Choosing among modes of communication why spoken language? Acquiring spoken language skills after infancy Teaching speech communication skills schoo-based speech communication specialists Teaching to ensure carry-over Recommended further reading Chapter 2. The dimensions of speech The dimensions of sounds Loudness and intentsity Ptich and frequency Duration Why describe speech acoustics? breath and voice vowels and diphtohngs Formant transitions types of consonants manner of consonant production place of consonant production voiced and unvoiced consonants consonant blends speeech production and hearing impairment suggestions for further reading Chapter 3. Speech reception (1): The auditory channel The senses in speech reception The auditory system The outer and middle ear The inner ear Central auditory processing The effects of hearing impairment The measurement of hearing Audiometry Audiograms predictions for audiograms Audiograms and the acoustics of speech speech components and frequency bands the intensivity levels of significant speech components the five-sound test audition of speech components in spoken language raising voice levels recommended further reading Chapter 4. Speech reception (2): Aided hearing Introduction about hearing aids earmolds head-worn instruments body-worn instruments special purpose instruments hearing aid selection characteristics of hearing aids speech acoustics hearing levels and supra-threshold characteristics the validation of the selection process audiologists as support personnel Aided audiograms Aiding alan Aiding barbara Aiding carleen Aiding dawn The use of aided hearing auditory training or auditory learning? Suggestions for further reading Chapter 5. Speech reception (3): Supplementary and alternative channels Supplementary information on speech seeing speech the information content in visual speech reception speechreading adn the acquisition of spoken language testing speechreading skills developing speechreading skills speechreading as a supplement supplements to speechreading cued speech visual aids feeling speech articulatory coding external touch Tactile devices aspects of touch vibro-tactile devices electro-tactile devices the state of the art devices in use evaluation of effectiveness overall results cochlear implants components of cochlear implants the choice of device criteria for decision-making intervention strategies in relation to devices system integrity language learning through supplementary or alternative channels assessment of intervention Suggestions for further reading Chapter 6. aspects of spoken language introduction morphophonemics Morphophonemics and speech vocabulary vocabulary and speech syntax syntax and speech developments from earlier work on syntax semantics semantics and speech pragmatics pragmatics and speech discourse converstion descripton narration questions explanation cohesion in discourse speech patterns in discourse learning spoken language normal language acquisition early language and hearing impairment suggestions for further reading Chapter 7. Informal learning and formal-teaching Introduction informal learning and formal teaching choosing between formal and informal strategies factors influencing progress age at detection hearing levels sensory aids program quality forms of help provided in early habilitation learning speech skills informally a model for informal speech acquisition formal language teaching formal programs reading and language language and learning communicative content experience-based learning required emphases in formal language teaching formal speech teaching a model for formal speech teaching required emphases in formal speech teaching recommended further reading chapter 8. crucial bases of the ling system systematic seven-stage development phonetic and phonologic levels of development the stages as guidelines criterion- referenced evaluation oral-peripheral evaluation formal strategies phonologic use the r-colored vowels and diphthongs prerequisites goals informal strategies formal strategies phonologic use suggestions for further reading chapter 11. Development of manner distinctions in consonant production manners of consonant production the plosives /b/ and /p/ The nasasl /m/ The semi-vowel /W/ The fricative /h/ The fricatives /f/ and /V/ The voiced and the unvoiced th the liquid /l/ Application of strategies Suggestions for further reading Chapter 12. Development of place distinctions (1): The alveolar consonants place of consonant production Perception of place distinctions anticipatory set The plosives /d/ and /t/ The nasal /n/ The fricatives /s/ and /z/ Suggestions for further reading Chapter 13. Development of place distinctions (2): The palatal and velar consonants Introduction The fricatives sh and zh The semi-vowel y The plosives /g/ and /k/ The affricates ch and j The nasal ng The consonantal /r/ Suggestions for further reading Chapter 14. Development of the voiced-voiceless distinctions and consonant blends The voiced-voiceless distinction perceptual aspects productive aspects informal learning strategies formal teaching strategies the development of blends informal learning strategies formal teaching strategies Suggestions for further reading Appendix a. Some speech communication guidelines. Appendix b. some basic requirements of hearing-impaired children and their parents introduction requirements relating to hearing-impaired children requirements relating to parents of hearing impaired children recommended further reeading Appendix c. Sample questions for students appendix d. glossary references index of subjects Foundations of spoken language for hearing-impaired children [texto impreso] / Daniel Ling, Autor . - Volta Place (Washington, DC, 3417, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing., [1988] . - xxxii p., 404 p. : il. ISBN : 978-0-88200-165-4 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Comunicacion:Oralidad:Cued Speech Discapacidad:Sordera Etapas de desarrollo:Infancia Nota de contenido: Contents Preface List of figures and tables About the author Acknowledgements Chapter 1. Speech communication Production and perception of speech Speech and spoken language Learning communicative skills in infancy Home conditions and verbal learning Activity-based learning Infancy: an optimal or a critical learning period Alternative modes of communication Sign language Cued speech Choosing among modes of communication why spoken language? Acquiring spoken language skills after infancy Teaching speech communication skills schoo-based speech communication specialists Teaching to ensure carry-over Recommended further reading Chapter 2. The dimensions of speech The dimensions of sounds Loudness and intentsity Ptich and frequency Duration Why describe speech acoustics? breath and voice vowels and diphtohngs Formant transitions types of consonants manner of consonant production place of consonant production voiced and unvoiced consonants consonant blends speeech production and hearing impairment suggestions for further reading Chapter 3. Speech reception (1): The auditory channel The senses in speech reception The auditory system The outer and middle ear The inner ear Central auditory processing The effects of hearing impairment The measurement of hearing Audiometry Audiograms predictions for audiograms Audiograms and the acoustics of speech speech components and frequency bands the intensivity levels of significant speech components the five-sound test audition of speech components in spoken language raising voice levels recommended further reading Chapter 4. Speech reception (2): Aided hearing Introduction about hearing aids earmolds head-worn instruments body-worn instruments special purpose instruments hearing aid selection characteristics of hearing aids speech acoustics hearing levels and supra-threshold characteristics the validation of the selection process audiologists as support personnel Aided audiograms Aiding alan Aiding barbara Aiding carleen Aiding dawn The use of aided hearing auditory training or auditory learning? Suggestions for further reading Chapter 5. Speech reception (3): Supplementary and alternative channels Supplementary information on speech seeing speech the information content in visual speech reception speechreading adn the acquisition of spoken language testing speechreading skills developing speechreading skills speechreading as a supplement supplements to speechreading cued speech visual aids feeling speech articulatory coding external touch Tactile devices aspects of touch vibro-tactile devices electro-tactile devices the state of the art devices in use evaluation of effectiveness overall results cochlear implants components of cochlear implants the choice of device criteria for decision-making intervention strategies in relation to devices system integrity language learning through supplementary or alternative channels assessment of intervention Suggestions for further reading Chapter 6. aspects of spoken language introduction morphophonemics Morphophonemics and speech vocabulary vocabulary and speech syntax syntax and speech developments from earlier work on syntax semantics semantics and speech pragmatics pragmatics and speech discourse converstion descripton narration questions explanation cohesion in discourse speech patterns in discourse learning spoken language normal language acquisition early language and hearing impairment suggestions for further reading Chapter 7. Informal learning and formal-teaching Introduction informal learning and formal teaching choosing between formal and informal strategies factors influencing progress age at detection hearing levels sensory aids program quality forms of help provided in early habilitation learning speech skills informally a model for informal speech acquisition formal language teaching formal programs reading and language language and learning communicative content experience-based learning required emphases in formal language teaching formal speech teaching a model for formal speech teaching required emphases in formal speech teaching recommended further reading chapter 8. crucial bases of the ling system systematic seven-stage development phonetic and phonologic levels of development the stages as guidelines criterion- referenced evaluation oral-peripheral evaluation formal strategies phonologic use the r-colored vowels and diphthongs prerequisites goals informal strategies formal strategies phonologic use suggestions for further reading chapter 11. Development of manner distinctions in consonant production manners of consonant production the plosives /b/ and /p/ The nasasl /m/ The semi-vowel /W/ The fricative /h/ The fricatives /f/ and /V/ The voiced and the unvoiced th the liquid /l/ Application of strategies Suggestions for further reading Chapter 12. Development of place distinctions (1): The alveolar consonants place of consonant production Perception of place distinctions anticipatory set The plosives /d/ and /t/ The nasal /n/ The fricatives /s/ and /z/ Suggestions for further reading Chapter 13. Development of place distinctions (2): The palatal and velar consonants Introduction The fricatives sh and zh The semi-vowel y The plosives /g/ and /k/ The affricates ch and j The nasal ng The consonantal /r/ Suggestions for further reading Chapter 14. Development of the voiced-voiceless distinctions and consonant blends The voiced-voiceless distinction perceptual aspects productive aspects informal learning strategies formal teaching strategies the development of blends informal learning strategies formal teaching strategies Suggestions for further reading Appendix a. Some speech communication guidelines. Appendix b. some basic requirements of hearing-impaired children and their parents introduction requirements relating to hearing-impaired children requirements relating to parents of hearing impaired children recommended further reeading Appendix c. Sample questions for students appendix d. glossary references index of subjects

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Oral education / Mulholland, Ann M.

Público ISBD Título : Oral education : today & tomorrow Tipo de documento: texto impreso Autores: Mulholland, Ann M., Editor científico ; Löwe, Armin, Autor ; Watson, Thomas J., Autor ; Van Hagen, Ton P.M, Autor ; Ivimey, Geoffrey P., Autor ; van Dijk, Jan P. M, Autor ; Campbell, Hugo W., Autor ; Persoon, Jean A. M., Autor ; Daniel Ling, Autor ; Van Uden, A. M. J., Autor ; Speth, Bro. leo, Autor ; Schulte, Klaus, Autor ; Griffrey, Sr. M. Nicholas, Autor ; Ó'baoill, Dónall P., Autor ; Kretschmer, Richard R., Autor ; Head, Janet, Autor ; Simmons-Martin, Audrey, Autor ; Schmid-giovannini, Susan, Autor ; Buckler, Joyce, Autor ; Clark, Morag H., Autor ; Van Puijenbroek, Sjaak C.S., Autor ; Smulders, Fr. Norbert a.j., Autor ; Davies, Bethan, Autor ; Fellendorf, George W., Autor ; Markides, Andreas, Autor ; Owrid, H. Leslie, Autor ; Broesterhuizen, M.l.h.m, Autor ; Ijsseldijk, Frans J.W., Autor ; Lane, Helen S., Autor ; Manning, David, Autor ; Frisina, D. Robert, Autor ; Leigh, Irene W., Autor ; toos-verdonschot-kroëf, Autor ; Bosch, Bart, Autor ; Hezemans, P.M.a.l, Autor ; Noom, W., Autor ; Hourihan, John P., Autor ; Van Eijndhoven, Jan J.m, Autor ; Kopp, Harriet Green, Autor Editorial: Volta Place [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fecha de publicación: C1981 Número de páginas: XV p., 554 p. Il.: il. ISBN/ISSN/DL: 978-0-88200-144-9 Nota general: Dedicatoria en portada: To carmen - you are an inspiration -with my best wishes for the success of your big project [...]. La encuadernación del ejemplar está deteriorada. La cubierta está rasgada. Sellos de la Asociación para la enseñanza de la comunicación oral a niños deficientes auditivos en páginas: i, 350, 502, Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Nota de contenido: Contents Foreword Preface List of comittees List of participants Part I: the foundations of oral education Chapter 1 - The historical development of oral education. / Löwe, Armin Reaction to 1 / Watson, Thomas J. Chapter 2 - The philosophical bases of oral education./ Mulholland, Ann m. Reaction to 2 / Van Hagen, Ton p.m. Chapter 3 - The pyschological [sic.] bases of oral education / Ivimey, Geoffrey p. Reaction to 3 / Van Dijk, jan p.m Chapter 4 - The sociological bases of oral education / Campbell, Hugo W. Reaction to 4 / Persoon, Jean A. M. Part II: The state of the art Chapter 5 - A survey of the present status of methods in english-speaking countries for the development of receptive and expressive oral skills / Ling, Daniel Reaction to 5 / Van Uden, A.m.j. Reaction to 5 / Speth, bro. leo Chapter 6 - A survey of the present status of methods in continental europe for the development of receptive and expressive oral skills / Schulte, Klaus Reaction to 6 / Speth, bro. leo Reaction to 6 / Van Uden, a.m.j. Chapter 7 - A survey of present methods of developing language in deaf children / Griffey, sr.m. Nicholas Chapter 8- Section 1 - Linguistics and the development of the hearing child / Ò`Baoill, Dónall p. Section 2 - applied psycholinguistics and the teacher of the hearing impaired child / Van Uden, a.m.j Reaction to 7 and 8 / Kretschmer, Richard R Part III: the essence of the oral method Chapter 9 - The conversational method and the control of language; a chapter of the didactics of language for deaf children / Van uden, a.m.j Reaction to 9 / Head, Janet Chapter 10 - Acquisition of lenguage by under-fives including the parental role / Simmons-Martin, Audrey Reaction to 10 / Schmid-Giovannini, Susan Chapter 11 - The development of language by deaf children ages 6 to 16 years / Buckler, Sr. Joyce Reaction to 11 / Clark, Moragh H. Chapter 12 / The further development of language by adolescents and young adults / Van Puijenbroek, Sjakk c.s. Reaction to 12 / Girffey [sic.], Sr. m. nicholas Chapter 13 / continuing education and language development / Watson, thomas j. Reaction to 13 / Smulders, fr. norbert a.j. Part IV: Diagnosis and assessment Chapter 14 - audiological an pediatric diagnosis and asessment / Davies, Bethan Reaction to 14 / Fellendorf, George w. chapter 15 - assessment of the speech by deaf children: a survey of available test / Markides, andreas reaction to 15 / Ling, Daniel Chapter 16 - assessment of language: a survey of available tests / Owrid, h. leslie Reaction to 16 / Ling , Daniel Chapter 17 - psychological and educational diagnosis and assessment / broesterhuizen, m.l.h.m; Van dijk, jan p.m.; Ijsseldijk, Frans j.w. Reaction to 17 / Lane, Helen S. Part V: social and emotional development of prelingually deaf persons during school life and afterward Chapter 18 - the effect of oral education on the attitudes of deaf persons toward the hearing environment / Fellendorf, George w. Chapter 19 - the effect of oral education on the attitudes of the family and the environment toward deafness / Lowell, edgar I Reaction to 18 and 19 / Manning, David Chapter 20 - a perspective on the mental health of the young deaf adults in modern society / Frisina, d. Robert Reaction to 20 / Leigh , Irene w. Chapter 21 - A panel of young deaf adults: experiences with oral education/ toos-verdonschot-kroëf; bosch, Bart; Hezemans, p.m.a.l.; Noom, W. Chapter 22 - human values and idealism / Hourihan, John P. Reaction to 22 / Van eijndhoven, jan j.m. Part VI: Summary and conclusions Chapter 23 - an oral education of the deaf / Van eijndhoven, jan j.m. Chapter 24 - oral education defined Chapter 25 - conclusions and recommendations / Kopp, Harriet green Oral education : today & tomorrow [texto impreso] / Mulholland, Ann M., Editor científico ; Löwe, Armin, Autor ; Watson, Thomas J., Autor ; Van Hagen, Ton P.M, Autor ; Ivimey, Geoffrey P., Autor ; van Dijk, Jan P. M, Autor ; Campbell, Hugo W., Autor ; Persoon, Jean A. M., Autor ; Daniel Ling, Autor ; Van Uden, A. M. J., Autor ; Speth, Bro. leo, Autor ; Schulte, Klaus, Autor ; Griffrey, Sr. M. Nicholas, Autor ; Ó'baoill, Dónall P., Autor ; Kretschmer, Richard R., Autor ; Head, Janet, Autor ; Simmons-Martin, Audrey, Autor ; Schmid-giovannini, Susan, Autor ; Buckler, Joyce, Autor ; Clark, Morag H., Autor ; Van Puijenbroek, Sjaak C.S., Autor ; Smulders, Fr. Norbert a.j., Autor ; Davies, Bethan, Autor ; Fellendorf, George W., Autor ; Markides, Andreas, Autor ; Owrid, H. Leslie, Autor ; Broesterhuizen, M.l.h.m, Autor ; Ijsseldijk, Frans J.W., Autor ; Lane, Helen S., Autor ; Manning, David, Autor ; Frisina, D. Robert, Autor ; Leigh, Irene W., Autor ; toos-verdonschot-kroëf, Autor ; Bosch, Bart, Autor ; Hezemans, P.M.a.l, Autor ; Noom, W., Autor ; Hourihan, John P., Autor ; Van Eijndhoven, Jan J.m, Autor ; Kopp, Harriet Green, Autor . - Volta Place (Washington, DC, 3417, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing., C1981 . - XV p., 554 p. : il. ISBN : 978-0-88200-144-9 Dedicatoria en portada: To carmen - you are an inspiration -with my best wishes for the success of your big project [...]. La encuadernación del ejemplar está deteriorada. La cubierta está rasgada. Sellos de la Asociación para la enseñanza de la comunicación oral a niños deficientes auditivos en páginas: i, 350, 502, Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Nota de contenido: Contents Foreword Preface List of comittees List of participants Part I: the foundations of oral education Chapter 1 - The historical development of oral education. / Löwe, Armin Reaction to 1 / Watson, Thomas J. Chapter 2 - The philosophical bases of oral education./ Mulholland, Ann m. Reaction to 2 / Van Hagen, Ton p.m. Chapter 3 - The pyschological [sic.] bases of oral education / Ivimey, Geoffrey p. Reaction to 3 / Van Dijk, jan p.m Chapter 4 - The sociological bases of oral education / Campbell, Hugo W. Reaction to 4 / Persoon, Jean A. M. Part II: The state of the art Chapter 5 - A survey of the present status of methods in english-speaking countries for the development of receptive and expressive oral skills / Ling, Daniel Reaction to 5 / Van Uden, A.m.j. Reaction to 5 / Speth, bro. leo Chapter 6 - A survey of the present status of methods in continental europe for the development of receptive and expressive oral skills / Schulte, Klaus Reaction to 6 / Speth, bro. leo Reaction to 6 / Van Uden, a.m.j. Chapter 7 - A survey of present methods of developing language in deaf children / Griffey, sr.m. Nicholas Chapter 8- Section 1 - Linguistics and the development of the hearing child / Ò`Baoill, Dónall p. Section 2 - applied psycholinguistics and the teacher of the hearing impaired child / Van Uden, a.m.j Reaction to 7 and 8 / Kretschmer, Richard R Part III: the essence of the oral method Chapter 9 - The conversational method and the control of language; a chapter of the didactics of language for deaf children / Van uden, a.m.j Reaction to 9 / Head, Janet Chapter 10 - Acquisition of lenguage by under-fives including the parental role / Simmons-Martin, Audrey Reaction to 10 / Schmid-Giovannini, Susan Chapter 11 - The development of language by deaf children ages 6 to 16 years / Buckler, Sr. Joyce Reaction to 11 / Clark, Moragh H. Chapter 12 / The further development of language by adolescents and young adults / Van Puijenbroek, Sjakk c.s. Reaction to 12 / Girffey [sic.], Sr. m. nicholas Chapter 13 / continuing education and language development / Watson, thomas j. Reaction to 13 / Smulders, fr. norbert a.j. Part IV: Diagnosis and assessment Chapter 14 - audiological an pediatric diagnosis and asessment / Davies, Bethan Reaction to 14 / Fellendorf, George w. chapter 15 - assessment of the speech by deaf children: a survey of available test / Markides, andreas reaction to 15 / Ling, Daniel Chapter 16 - assessment of language: a survey of available tests / Owrid, h. leslie Reaction to 16 / Ling , Daniel Chapter 17 - psychological and educational diagnosis and assessment / broesterhuizen, m.l.h.m; Van dijk, jan p.m.; Ijsseldijk, Frans j.w. Reaction to 17 / Lane, Helen S. Part V: social and emotional development of prelingually deaf persons during school life and afterward Chapter 18 - the effect of oral education on the attitudes of deaf persons toward the hearing environment / Fellendorf, George w. Chapter 19 - the effect of oral education on the attitudes of the family and the environment toward deafness / Lowell, edgar I Reaction to 18 and 19 / Manning, David Chapter 20 - a perspective on the mental health of the young deaf adults in modern society / Frisina, d. Robert Reaction to 20 / Leigh , Irene w. Chapter 21 - A panel of young deaf adults: experiences with oral education/ toos-verdonschot-kroëf; bosch, Bart; Hezemans, p.m.a.l.; Noom, W. Chapter 22 - human values and idealism / Hourihan, John P. Reaction to 22 / Van eijndhoven, jan j.m. Part VI: Summary and conclusions Chapter 23 - an oral education of the deaf / Van eijndhoven, jan j.m. Chapter 24 - oral education defined Chapter 25 - conclusions and recommendations / Kopp, Harriet green

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Phonetic Phonologic Speech Evaluation Pads / Daniel Ling

Público ISBD Título : Phonetic Phonologic Speech Evaluation Pads Tipo de documento: texto impreso Autores: Daniel Ling, Autor Editorial: Volta Place [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fecha de publicación: 2007 Número de páginas: x p. ; 29 cm. Idioma : Inglés (eng) Clasificación: Comunicacion Fonética Resumen: These new, user-friendly evaluation forms are described in chapter nine of “Speech and the Hearing-Impaired Child, Second Edition.” Pads are published in a useful 8 1/2 by 11 format and include seven pages to a record and 25 records to a pad. Teachers, students and clinicians who are responsible for speech development in children with hearing loss will find these pads useful and effective. They provide a clear record of a child’s performance with intervals of about 6 months and clear guidelines on the type of ongoing work that should occur between assessments. Phonetic Phonologic Speech Evaluation Pads [texto impreso] / Daniel Ling, Autor . - Volta Place (Washington, DC, 3417, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing., 2007 . - x p. ; 29 cm. Idioma : Inglés (eng) Clasificación: Comunicacion Fonética Resumen: These new, user-friendly evaluation forms are described in chapter nine of “Speech and the Hearing-Impaired Child, Second Edition.” Pads are published in a useful 8 1/2 by 11 format and include seven pages to a record and 25 records to a pad. Teachers, students and clinicians who are responsible for speech development in children with hearing loss will find these pads useful and effective. They provide a clear record of a child’s performance with intervals of about 6 months and clear guidelines on the type of ongoing work that should occur between assessments.

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Speech and the Hearing-Impaired Child / Daniel Ling

Público ISBD Título : Speech and the Hearing-Impaired Child : Theory and Practice Tipo de documento: texto impreso Autores: Daniel Ling, Autor Mención de edición: 2ª Editorial: Washington [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing Fecha de publicación: 2002 Número de páginas: xxxix, 402 p. : ill. ; 23 cm. ISBN/ISSN/DL: 978-0-88200-213-2 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Resumen: These new, user-friendly evaluation forms are described in chapter nine of “Speech and the Hearing-Impaired Child, Second Edition.” Pads are published in a useful 8 1/2 by 11 format and include seven pages to a record and 25 records to a pad. Teachers, students and clinicians who are responsible for speech development in children with hearing loss will find these pads useful and effective. They provide a clear record of a child’s performance with intervals of about 6 months and clear guidelines on the type of ongoing work that should occur between assessments. Nota de contenido: Table of contents List of figures List of tables Prologue 1. An introduction and overview Scope and intention of the text Speech teaching and prevailing standards 2. Studies relating to speech production among hearing-impaired children Studies of speech intelligibility Typical speech errors of hearing-impaired children Speech development and hearing level Summary 3. The sense modalities in speech reception Auditory speech reception visual speech reception tactile speech reception summary 4. Multisensory speech reception hearing and vision hearing and touch vision and touch hearing, vision, and touch phonetic symbolization system signs and speech summary 5. Feedback and feedfoward mechanisms in speech production sensory-motor reaction time sensory-motor control feedfoward articulatory targets 6. The sense modalities in speech production orosensory-motor patterns auditory feedback visual feedback summary 7. levels of speech acquisition and automaticity automaticity phonetic level development phonetic-phonologic correspondence phonologic level development summary 8. Order or chaos? the literature on teaching order order and frequency of occurrence the broad stages of speech acquisition: a sequential framework target behaviors within successive stages summary evolution oral-peripheral structures and function comments and definitions phonologic speech evaluation phonetic level evaluation other aspects of evaluation summary 10. teaching order and evaluation: a synthesis and a model A spech teaching model summary 11. Breath and voice control Mechanisms of breathing Mechanisms of Voicing Summary 12. Vocalization and voice patterns: targets, subskills, and teaching strategies spontaneous vocalization and vocalization on demand voice patterns: the bases of suprasegmental structure Remedial treatment of deviant paterns voice patterns in phonologic speech summary 13. Vowels and diphtongs Acoustic properties of vowels and thier sensory correlates Subskills and teaching strategies Remedial treatment of deviant patterns Summary 14. Consonants: Their acoustic properties and sensory correlates Manner, place, and voicing Summary 15.Manner distinctions in consonant production Teaching step 1: target behaviours, subskills, and teaching strategies relating to front consonants Summary 16. Place distinctions in consonant production Teaching step 2: target behaviors, subskills, and teaching strategies relating to alveolar and palatal sounds Teaching step 3: tardet behaviors, subskills,, and teaching strategies relating to palatal and velar sounds Summary 17. Voiced-voiceless distinctions and the treatment of deviant consonant patterns Teaching step 4: Target behaviors, subskills, and teaching strategies relating to voiced-voiceless distinctions The treatment of deviant consonant patterns Summary 18. Consonant blends Word-initial blends Word-final blends Medial and interlexical blends Summary Index of subjects Index of authors Speech and the Hearing-Impaired Child : Theory and Practice [texto impreso] / Daniel Ling, Autor  . -  2ª . - Washington (3417 Volta Place, DC 20007, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2002 . - xxxix, 402 p. : ill. ; 23 cm. ISBN : 978-0-88200-213-2 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Resumen: These new, user-friendly evaluation forms are described in chapter nine of “Speech and the Hearing-Impaired Child, Second Edition.” Pads are published in a useful 8 1/2 by 11 format and include seven pages to a record and 25 records to a pad. Teachers, students and clinicians who are responsible for speech development in children with hearing loss will find these pads useful and effective. They provide a clear record of a child’s performance with intervals of about 6 months and clear guidelines on the type of ongoing work that should occur between assessments. Nota de contenido: Table of contents List of figures List of tables Prologue 1. An introduction and overview Scope and intention of the text Speech teaching and prevailing standards 2. Studies relating to speech production among hearing-impaired children Studies of speech intelligibility Typical speech errors of hearing-impaired children Speech development and hearing level Summary 3. The sense modalities in speech reception Auditory speech reception visual speech reception tactile speech reception summary 4. Multisensory speech reception hearing and vision hearing and touch vision and touch hearing, vision, and touch phonetic symbolization system signs and speech summary 5. Feedback and feedfoward mechanisms in speech production sensory-motor reaction time sensory-motor control feedfoward articulatory targets 6. The sense modalities in speech production orosensory-motor patterns auditory feedback visual feedback summary 7. levels of speech acquisition and automaticity automaticity phonetic level development phonetic-phonologic correspondence phonologic level development summary 8. Order or chaos? the literature on teaching order order and frequency of occurrence the broad stages of speech acquisition: a sequential framework target behaviors within successive stages summary evolution oral-peripheral structures and function comments and definitions phonologic speech evaluation phonetic level evaluation other aspects of evaluation summary 10. teaching order and evaluation: a synthesis and a model A spech teaching model summary 11. Breath and voice control Mechanisms of breathing Mechanisms of Voicing Summary 12. Vocalization and voice patterns: targets, subskills, and teaching strategies spontaneous vocalization and vocalization on demand voice patterns: the bases of suprasegmental structure Remedial treatment of deviant paterns voice patterns in phonologic speech summary 13. Vowels and diphtongs Acoustic properties of vowels and thier sensory correlates Subskills and teaching strategies Remedial treatment of deviant patterns Summary 14. Consonants: Their acoustic properties and sensory correlates Manner, place, and voicing Summary 15.Manner distinctions in consonant production Teaching step 1: target behaviours, subskills, and teaching strategies relating to front consonants Summary 16. Place distinctions in consonant production Teaching step 2: target behaviors, subskills, and teaching strategies relating to alveolar and palatal sounds Teaching step 3: tardet behaviors, subskills,, and teaching strategies relating to palatal and velar sounds Summary 17. Voiced-voiceless distinctions and the treatment of deviant consonant patterns Teaching step 4: Target behaviors, subskills, and teaching strategies relating to voiced-voiceless distinctions The treatment of deviant consonant patterns Summary 18. Consonant blends Word-initial blends Word-final blends Medial and interlexical blends Summary Index of subjects Index of authors

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Speech and the Hearing-Impaired Child / Daniel Ling

Público ISBD Título : Speech and the Hearing-Impaired Child : Theory and Practice Tipo de documento: texto impreso Autores: Daniel Ling, Autor Editorial: Volta Place [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fecha de publicación: 1978 Número de páginas: 402 p. Il.: il. ISBN/ISSN/DL: 978-0-88200-074-9 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Nota de contenido: Table of contents List of figures List of tables Prologue 1. An introduction and overview Scope and intention of the text Speech teaching and prevailing standards 2. Studies relating to speech production among hearing-impaired children Studies of speech intelligibility Typical speech errors of hearing-impaired children Speech development and hearing level Summary 3. The sense modalities in speech reception Auditory speech reception visual speech reception tactile speech reception summary 4. Multisensory speech reception hearing and vision hearing and touch vision and touch hearing, vision, and touch phonetic symbolization system signs and speech summary 5. Feedback and feedfoward mechanisms in speech production sensory-motor reaction time sensory-motor control feedfoward articulatory targets 6. The sense modalities in speech production orosensory-motor patterns auditory feedback visual feedback summary 7. levels of speech acquisition and automaticity automaticity phonetic level development phonetic-phonologic correspondence phonologic level development summary 8. Order or chaos? the literature on teaching order order and frequency of occurrence the broad stages of speech acquisition: a sequential framework target behaviors within successive stages summary evolution oral-peripheral structures and function comments and definitions phonologic speech evaluation phonetic level evaluation other aspects of evaluation summary 10. teaching order and evaluation: a synthesis and a model A spech teaching model summary 11. Breath and voice control Mechanisms of breathing Mechanisms of Voicing Summary 12. Vocalization and voice patterns: targets, subskills, and teaching strategies spontaneous vocalization and vocalization on demand voice patterns: the bases of suprasegmental structure Remedial treatment of deviant paterns voice patterns in phonologic speech summary 13. Vowels and diphtongs Acoustic properties of vowels and thier sensory correlates Subskills and teaching strategies Remedial treatment of deviant patterns Summary 14. Consonants: Their acoustic properties and sensory correlates Manner, place, and voicing Summary 15.Manner distinctions in consonant production Teaching step 1: target behaviours, subskills, and teaching strategies relating to front consonants Summary 16. Place distinctions in consonant production Teaching step 2: target behaviors, subskills, and teaching strategies relating to alveolar and palatal sounds Teaching step 3: tardet behaviors, subskills,, and teaching strategies relating to palatal and velar sounds Summary 17. Voiced-voiceless distinctions and the treatment of deviant consonant patterns Teaching step 4: Target behaviors, subskills, and teaching strategies relating to voiced-voiceless distinctions The treatment of deviant consonant patterns Summary 18. Consonant blends Word-initial blends Word-final blends Medial and interlexical blends Summary Index of subjects Index of authors Speech and the Hearing-Impaired Child : Theory and Practice [texto impreso] / Daniel Ling, Autor . - Volta Place (Washington, DC, 3417, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing., 1978 . - 402 p. : il. ISBN : 978-0-88200-074-9 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Nota de contenido: Table of contents List of figures List of tables Prologue 1. An introduction and overview Scope and intention of the text Speech teaching and prevailing standards 2. Studies relating to speech production among hearing-impaired children Studies of speech intelligibility Typical speech errors of hearing-impaired children Speech development and hearing level Summary 3. The sense modalities in speech reception Auditory speech reception visual speech reception tactile speech reception summary 4. Multisensory speech reception hearing and vision hearing and touch vision and touch hearing, vision, and touch phonetic symbolization system signs and speech summary 5. Feedback and feedfoward mechanisms in speech production sensory-motor reaction time sensory-motor control feedfoward articulatory targets 6. The sense modalities in speech production orosensory-motor patterns auditory feedback visual feedback summary 7. levels of speech acquisition and automaticity automaticity phonetic level development phonetic-phonologic correspondence phonologic level development summary 8. Order or chaos? the literature on teaching order order and frequency of occurrence the broad stages of speech acquisition: a sequential framework target behaviors within successive stages summary evolution oral-peripheral structures and function comments and definitions phonologic speech evaluation phonetic level evaluation other aspects of evaluation summary 10. teaching order and evaluation: a synthesis and a model A spech teaching model summary 11. Breath and voice control Mechanisms of breathing Mechanisms of Voicing Summary 12. Vocalization and voice patterns: targets, subskills, and teaching strategies spontaneous vocalization and vocalization on demand voice patterns: the bases of suprasegmental structure Remedial treatment of deviant paterns voice patterns in phonologic speech summary 13. Vowels and diphtongs Acoustic properties of vowels and thier sensory correlates Subskills and teaching strategies Remedial treatment of deviant patterns Summary 14. Consonants: Their acoustic properties and sensory correlates Manner, place, and voicing Summary 15.Manner distinctions in consonant production Teaching step 1: target behaviours, subskills, and teaching strategies relating to front consonants Summary 16. Place distinctions in consonant production Teaching step 2: target behaviors, subskills, and teaching strategies relating to alveolar and palatal sounds Teaching step 3: tardet behaviors, subskills,, and teaching strategies relating to palatal and velar sounds Summary 17. Voiced-voiceless distinctions and the treatment of deviant consonant patterns Teaching step 4: Target behaviors, subskills, and teaching strategies relating to voiced-voiceless distinctions The treatment of deviant consonant patterns Summary 18. Consonant blends Word-initial blends Word-final blends Medial and interlexical blends Summary Index of subjects Index of authors

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Teacher / Clinician's planbook and guide to the development of speech skills / Daniel Ling

Público ISBD Título : Teacher / Clinician's planbook and guide to the development of speech skills Tipo de documento: texto impreso Autores: Daniel Ling, Autor Editorial: Volta Place [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fecha de publicación: c1978 Número de páginas: 87 p. ISBN/ISSN/DL: 978-0-88200-116-6 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Teacher / Clinician's planbook and guide to the development of speech skills [texto impreso] / Daniel Ling, Autor . - Volta Place (Washington, DC, 3417, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing., c1978 . - 87 p. ISBN : 978-0-88200-116-6 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad

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vol. 94 nº5 - noviembre 1992 - Speech production in hearing-impaired children and youth (Número de The Volta Review) / Stoker, Richard G.

Público ISBD [número]  es un número de The Volta Review  Título : vol. 94 nº5 - noviembre 1992 - Speech production in hearing-impaired children and youth : Theory and practice Tipo de documento: texto impreso Autores: Stoker, Richard G., Editor científico ; Daniel Ling, Editor científico Fecha de publicación: 2017 Número de páginas: 168 p. Il.: il. Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Adolescencia Etapas de desarrollo:Adultez Etapas de desarrollo:Infancia Nota de contenido: Table of contents Introduction / Stoker, Richard G.; Ling, Daniel Fundamentals of speech production 1. Theoretical aspects of speech production / Stevens, Kenneth N. 2. Contemporary issues in phoneme production by hearing-impaired persons: physiological and acoustic aspects / McGarr, Nancy S.; Whitehead, Robert Training and development of speech production 3. Teaching speech to hearing impaired children / Gatty, Janice C. 4. Promoting emergency speech in birth to 3 year old hearing-impaired children / Cole, Elizabeth B. 5. Incorporating speech development into an educational program / Perusse, Martha; Bernstein, Anita; Phillips, Agnes Ling 6. Strategies for the remediation of speech of hearing-impaired children / Perigoe, Christina B. 7. Improving speech production with adolescents and adults / Whitehead, Brenda H.; Barefoot, Sidney M. 8. Effects of cochlear implants and tactile aids on the development of speech production skills in children with profound hearing impairment / Geers, Ann E.; Tobey, Emily Appendix: international phonetic alphabet [número]  es un número de The Volta Review  vol. 94 nº5 - noviembre 1992 - Speech production in hearing-impaired children and youth : Theory and practice [texto impreso] / Stoker, Richard G., Editor científico ; Daniel Ling, Editor científico . - 2017 . - 168 p. : il. Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Adolescencia Etapas de desarrollo:Adultez Etapas de desarrollo:Infancia Nota de contenido: Table of contents Introduction / Stoker, Richard G.; Ling, Daniel Fundamentals of speech production 1. Theoretical aspects of speech production / Stevens, Kenneth N. 2. Contemporary issues in phoneme production by hearing-impaired persons: physiological and acoustic aspects / McGarr, Nancy S.; Whitehead, Robert Training and development of speech production 3. Teaching speech to hearing impaired children / Gatty, Janice C. 4. Promoting emergency speech in birth to 3 year old hearing-impaired children / Cole, Elizabeth B. 5. Incorporating speech development into an educational program / Perusse, Martha; Bernstein, Anita; Phillips, Agnes Ling 6. Strategies for the remediation of speech of hearing-impaired children / Perigoe, Christina B. 7. Improving speech production with adolescents and adults / Whitehead, Brenda H.; Barefoot, Sidney M. 8. Effects of cochlear implants and tactile aids on the development of speech production skills in children with profound hearing impairment / Geers, Ann E.; Tobey, Emily Appendix: international phonetic alphabet

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