READING DEVELOPMENT - A PARENT SURVEY OF CHILDREN WITH HEARING IMPAIRMENT WHO DEVELOPED SPEECH AND LANGUAGE THROUGH THE AUDITORY-VERBAL METHOD

Current theories of language development and reading cause us to predict that children with hearing loss ought to be able to achieve in reading as well as children with normal hearing if they learn speech and language through use of their amplified residual hearing. In this study, parents of children taught through the auditory-verbal approach were surveyed concerning their children's reading development. Parents of 37 school age children with prelingual hearing loss (30 with severe or profound loss), supplied standardized test scores. Thirty of these children scored at the 50th percentile or higher on reading tests normed on hearing children.