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Oryadi Zanjani, Mohammad Majid, Vahab, Maryam. (1393). Oral-Language Skills of the Iranian Pupils With Hearing-Impairment. سامانه مدیریت نشریات علمی, 2(1), 1-3. doi: 10.17795/intjsh-25466
Mohammad Majid Oryadi Zanjani; Maryam Vahab. "Oral-Language Skills of the Iranian Pupils With Hearing-Impairment". سامانه مدیریت نشریات علمی, 2, 1, 1393, 1-3. doi: 10.17795/intjsh-25466
Oryadi Zanjani, Mohammad Majid, Vahab, Maryam. (1393). 'Oral-Language Skills of the Iranian Pupils With Hearing-Impairment', سامانه مدیریت نشریات علمی, 2(1), pp. 1-3. doi: 10.17795/intjsh-25466
Oryadi Zanjani, Mohammad Majid, Vahab, Maryam. Oral-Language Skills of the Iranian Pupils With Hearing-Impairment. سامانه مدیریت نشریات علمی, 1393; 2(1): 1-3. doi: 10.17795/intjsh-25466

Oral-Language Skills of the Iranian Pupils With Hearing-Impairment

International Journal of School Health
مقاله 4، دوره 2، شماره 1، فروردین 2015، صفحه 1-3    اصل مقاله (88.63 K)
نوع مقاله: Research Article (s)
شناسه دیجیتال (DOI): 10.17795/intjsh-25466
نویسندگان
Mohammad Majid Oryadi Zanjani؛ Maryam Vahab*
Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, IR Iran
چکیده
Background: Spoken and written language skills of prelingually deaf pupils should be evaluated to improve the existing language curricula.
Objectives: The current study aimed to determine the oral language development of the students with hearing impairment studying in Shiraz special primary schools.
Patients and Methods: The current research was administered as a cross-sectional study. The sample size was 29 Farsi language students of exceptional primary schools with hearing impairment in Shiraz, Iran. A speech-language pathologist (SLP) evaluated the subjects by Farsi version of the Test of Language Development-Primary 3 (TOLD-P: 3) individually. A number of TOLD-P: 3 subtests were administered in the subjects including: semantics, grammar, listening, organizing, speaking, and overall language ability. To determine the oral language ability of the subjects compared to the norms, the subjects’ score in each dimension was statistically compared with the nearest category in the scale. The data were registered in IBM SPSS 21, and analyzed by means of one-sample T-test at 0.05 significance level.
Results: There was a significant difference between the subject’s scores in all sub-tests and the category of moderate in TOLD-P: 3 (P < 0.001).
Conclusions: Based on the current study, the students with hearing impairment enrolled in special schools had difficulties to learn optimal oral language skills compared to their normal peers.
کلیدواژه‌ها
Hearing Loss؛ Pupils؛ Special Schools
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